UNIVERSITY  OF  CALIFORNIA. 


Received 
Accession  No. 


,  189$. 

.    Class  No. 


PAPERS  PRESENTED 


AT  THE 


EDUCATIONAL  CONVENTION 


OF  THE 


Congregational  Churches 


OF 


SOUTHERN  CALIFORNIA 

HELD  AT 


Los  Angeles,  April  13-14,  1892. 


The  Executive  Committee  of  the  Board  of  Trustees  of  Pomona 
College  called  an  Educational  Convention  of  the  Congregational 
Churches  of  Southern  California  to  meet  in  Los  Angeles,  April  13 
and  14,  1892.  Representatives  of  the  Churches  were  present  from 
Santa  Barbara,  Ventura,  Santa  Paula,  Saticoy,  National  City,  San 
Diego,  Santa  Ana,  Orange,  Riverside,  Redlands,  San  Bernardino, 
Mentone,  Highlands,  Rialto,  Ontario,  Pomona,  Claremont,  Mon- 
rovia, Sierra  Madre,  Pasadena,  South  Riverside,  Eagle  Rock,  Long 
Beach,  Vernondale,  Oceanside,  Escondido,  Hyde  Park,  and  the 
nine  Churches  of  Los  Angeles.  There  were  thirty  papers  upon 
the  program,  which  opened  Wednesday  evening,  April  i3th,  at 
7:30.  Four  were  absent,  and  their  papers  were  not  read.  There 
were  sessions  during  ten  hours,  and  there  was  no  time  for 
discussion. 

The  object  of  the  Convention  was  to  confer  together  thus 
early  in  the  history  of  the  College,  that  the  best  ideas  of  the  con- 
stituency might  reach  the  ears  of  the  Board  of  Trustees  who  were 
nearly  all  present  at  this  meeting.  Each  speaker  had  been  asked 
what  one  idea  he  would  like  to  emphasize  before  the  Convention 
and  from  the  themes  thus  chosep,  the  following  program  was  then 
constructed  by  the  Committee,  and  by  vote  of  the  Convention  the 
papers  have  been  edited  by  the  Committee  and  are  printed 
herewith: 


jVu'tr 


7.      77/<?  Christian   College. 

PAGE 

REV.  W.  C.  MERRILL,  San  Diego— The  Psychological  Neces- 
sity for  the  Christian  College 7 

REV.  J.  K.  MCLEAN,  D.  D.,  Oakland— The  Building  of  a 

Christian  College 15 

REV.  C.  G.  BALDWIN,  President  of  Pomona  College— The 

Christian  College  We  are  Undertaking  to  Build 26 

//.      The  Christian  Element  in  Education. 

REV.  II.  T.  STAATS,  Pasadena— Why  a  Distinctively  Christian 

Education 30 

REV.  E.  R.  BRAINERD,  San  Bernardino — The  Imperative  Need 

of  Christian  Schools 33 

REV.  E.  D.  WEAGE,  National  City — Christian  Education  and 

Character  Building 39 

///.     The  Student  Constituency  of  a   Christian   College. 

PROF.  E.  C.  NORTON,  Pomona  College,  Claremont — The 

Student  Material  for  College  Building 42 

REV.  L.  H.  FRARY,  Pomona — Duty  of  the  Church  to  the  Intel- 
lectual Life  of  Her  Children 46 

REV.  C.  T.  WEITZEL,  Santa  Barbara— The  Personal  Factor  in 

Education 50 

IV.      The  Bible  and  Christian  Education. 

REV.  F.  N.  MERRIAM,  Ventura— The  Bible  in  the  Curriculum 

of  the  Christian  College. ...„ 57 

PROF.  C.  B.  SUMNER,  Pomona  College,  Claremont — The 

Revival  of  Bible  Study 62 

V.     The  Financiering  of  a  Christian   College. 

REV.  A.  E.  TRACY,  Ontario — The  Necessity  of  Promoting 
Christian  Education  by  Private  Benevolence — Not  a  Dis- 
advantage   69 


VI.     Our  Community,   Our  Churches,  and  Our  College. 

REV.  J.  H.  HARWOOD,  D.  D.,  Orange— The  Relation  of 
Christian  Education  to  the  Church  (manuscript  not 
furnished). 

REV.  T.  C.  HUNT,  Riverside— Peculiar  Conditions  in  Southern 
California  which  make  Special  Demands  upon  Pomona 
College 73 

VII.     Single  Thoughts  on   Christian  Education. 

REV.  THOMAS  HENDRY,  Los  Angeles,  Park  Church — A  Plea 

for  Education — Practical  and  Christian 79 

REV.  J.  H.  COLLINS,  Los  Angeles,  Third  Church— The  Curse 

of  an  Education  which  is  not  Practical 83 

REV.  O.  D.  CRAWFORD,  Oceanside — Our  Stewardship  of  the 

Mind 85 

PROF.  F.  W.  PHELPS,  Washburn  College,  Kansas— College 

Extension 88 

REV.  GEO.  A.  RAWSON,  Vernondale — Importance  of  a  Relig- 
ious Atmosphere 93 

REV.  Henry  W.  JONES,  Escondido— The  Workman  His  Own 

Best  Tool 96 

REV.  STEPHEN  BOWERS,  Ventura — Christian  Education 105 

PROF.  A.  D.  BISSELL,  formerly  Professor  of  Music  in  Oahu 

College,  H.  I. — Christian  Education  and  Music. no 

REV.  FRANCIS  M.  PRICE,  Los  Angeles,  Bethlehem — The 
Transforming  Power  of  College  Life 114 

VIII.     The  Open  Hour. 

Voluntary  Addresses.  Opportunity  for  the  widest  variety  of 
suggestion,  each  speaker  limited  to  five  minutes. 

IX.     Christian  Education  and  the  Worlds   Work. 

PROF.  C.  S.  NASH,  Pacific  Theological  Seminary,  Oakland— 
The  Kind  of  Men  Demanded  by  God  from  the  Christian 
College 118 

REV.  ROBERT  G.  HUTCHINS,  Los  Angeles,  First  Church — The 
Christian  College  and  Our  National  Perils  (manuscript 
not  furnished). 

X.     Platform  of  th«  Educational  Convention. 

A  Series  of  Resolutions,  embodying  the  practical  recommen- 
dations of  the  Convention,  prepared  by  Rev.  J.  T.  Ford 
and  Rev.  C.  G.  Baldwin  ...  ,.  126 


PAPKRS 

AT    THE 

EDUCATIONAL   CONVENTION 

OF   THE 

CONGREGATIONAL  CHURCHES 

OF 

SOUTHERN  CALIFORNIA. 


THE  PSYCHOLOGICAL  NEED  OF  A  CHRIS- 
TIAN EDUCATION. 

REV.  W.  C.  MERRILL,  SAN  DIEGO. 

It  is  a  fact  worthy  of  note  that  ignorance  is  not  the 
parent  of  a  vast  sum  of  the  crime  that  disgraces  our  land 
today.  Our  criminals,  thousands  of  them,  are  educated 
criminals.  There  is  a  great  want  somewhere  that 
has  not  been  met  in  the  making  of  citizens.  Men  are  not 
seeking  legitimate  means  to  attain  their  ends.  They  are 
trying  to  make  stones  into  bread,  forgetting  that  it  was 
Satan  who  first  offered  the  bright  suggestion.  The  hus- 
bandman who  sells  small,  green,  berries  by  a  few  fine 
ones  at  the  top ;  the  grocer  who  palms  off  white  dirt  for 
sugar  and  forgets  that  grit  always  tells  in  the  end;  the 
dairyman  who  thinks  his  "artesian  cow"  is  a  great 
saving  of  shorts  and  alfalfa ;  the  merchant  who  imagines 
that  marking  American  goods  French  is  the  best  way  to 


8  EDUCATIONAL  CONVENTION, 

solve  the  tariff  problem  and  diminish  the  surplus ;  the 
manufacturer  who  trusts  that  ground  rags  and  cotton  will 
not  tell  tales  farther  on — what  shall  I  say  of  these  men  ? 

Pessimism  aside,  this  is  a  very  considerable  product 
of  the  education  of  today.  If  education  do  not  produce 
it,  it  does  not  prevent  it.  It  does  not  seem  to  have  any 
considerable  tendency  to  prevent  it.  In  opening  this 
convention  and  with  the  topic  in  hand,  it  seems  to  me  that 
my  words  should  be  general  in  their  bearing.  Psycho- 
logically, all  that  pertains  to  the  Christian  College  and 
Academy  is  generic  to  a  Christian  education,  through  and 
through.  Education  should  be  a  projective  force.  It 
becomes  the  educator  then  to  determine  the  end  to  be 
aimed  at.  If  I  grind  knives  keen  as  razors  and  throw 
them  out  to  a  crowd  of  children,  the  prospective  good  of 
my  occupation  depends  on  the  use  the  youngsters  make  of 
the  knives  I  sharpen.  We  have  a  splendid  system  of  educa- 
tion in  America,  and  we  have  been  grinding  intellects 
regardless  of  the  use  that  is  made  of  them,  until  they  are 
keen  as  razors.  Moreover  we  are  sending  them  out  into 
the  world  with  the  hint  that  we  are  not  responsible  for  the 
use  that  shall  be  made  of  them,  and  men  may  keep  a 
bull-dog  or  a  six-shooter,  as  they  choose,  for  their  pro- 
tection. 

What  is  the  object  of  public  education?  Clearly, 
the  making  of  good  citizens.  The  State  does  not  educate 
to  confer  a  favor  on  the  father  of  a  family,  but  to  protect 
itself  from  the  dangers  of  illiteracy ;  not  because  illiteracy 
is  in  itself  a  menace  to  the  Republic,  but  because  ignor- 
ance is  the  parent  of  vice.  The  dangers,  then,  against 
which  our  public  education  is  calculated  to  provide,  are 


CONGREGATIONAL    CHURCHES.  9 

the   evils  of  a   vicious  proletariat.     How  far  reaching  to 
this  end  is  our  public  school  system  ? 

I  am  not  inclined  to  place  undue  reliance  on  statistics 
in  ordinary  hands,  but  Mr.  Geo.  H.  Stetson,  in  a  promi- 
nent periodical  not  long  ago,  made  some  very  significant 
statements  concerning  my  native  State  of  Massachusetts. 
No  State  has  carried  the  public  school  system  to  greater 
perfection,  perhaps,  but  the  census  of  1850  to  1880  shows 
a  most  alarming  increase  in  crime  in  that  cultured  State. 
It  very  evidently  did  not  result  from  the  influx  of  the 
vicious  foreign  element  as  we  sometimes  think.  Of  the 
total  number  of  prison  population  in  Massachusetts  from 
1850  to  1880  two-thirds  were  native  born,  and  the  growth 
of  the  crime,  surprising,  as  it  may  seem,  was  double  the 
growth  of  population.  The  report  of  the  Massachusetts 
prison  commission  for  one  year  showed  65,000  arrests  for 
crime.  That  means  one  arrest  for  every  twenty-nine 
inhabitants ;  and  counting  five  to  the  family,  every  six 
families  furnished  one  criminal.  Admitting  that  a  greater 
portion  of  the  crimes  are  punished  as  the  years  go  by,  this 
will  hardly  leave  room  for  the  benefits  our  system  of 
education  is  supposed  to  insure. 

As  a  system  of  mere  intellectual  drill  this  institution  is 
encouragingly  strong ;  as  a  process  in  the  evolution  of 
upright  citizens  it  is  alarmingly  weak.  As  a  mere  system 
of  intellectual  drill  I  have  my  doubts  as  to  the  right  of  the 
State  to  tax  me  for  the  education  of  the  children  of  my 
neighbor.  If  it  is  just  that  I  teach  them,  at  my  expense, 
grammar  and  logic,  it  is  apparently  just  that  I  teach  them 
the  piano  and  guitar.  I  think  that  it  is  admitted  that  the 
justice  of  the  scheme  is  in  the  argument  that  education  is 


IO  EDUCATIONAL  CONVENTION, 

the  safeguard  against  vice,  and  assures  us  citizens  of 
higher  moral  endowment.  So  Herbert  Spencer,  when  he 
says,  "To  prepare  us  for  complete  living  is  the  function 
which  education  Ijas  to  discharge ;  and  the  only  rational 
mode  of  judging  of  any  educational  course  is  to  judge  in 
what  degree  it  discharges  such  functions."  For  "com- 
plete living"  we  must  have  character.  Indeed  anyone 
who  listens  to  the  demand  for  universal  education  will 
have  his  ears  so  filled  with  "the  dangers  of  illiteracy" 
that  the  inference  will  be  inevitable  that  the  ultimate  end 
of  all  education  is,  very  clearly,  character. 

If  the  needs  of  our  Republic  demand  in  our  citizen 
character,  the  highest  education  will  be  that  which  evolves 
the  highest  character.  We  are  slowly  approaching  the 
recognition  of  this  fact.  Now  it  is  easy,  by  a  simple  illus- 
tration from  psychology,  to  show  that  the  mere  sharpening 
of  the  intellect  only  serves  to  make  an  already  good  man 
more  helpful  and  a  native  rascal  the  keener  and  shrewder 
villain. 

We  live  in  a  time  of  great  scientific  activity  so  far  as 
physics  are  concerned,  but  we  have  been  slow  to  carry  the 
scientific  method  into  educational  processes.  This  may 
not  be  without  reason.  It  is  only  a  little  more  than  a 
hundred  years  since  the  human  mind  was  first  understood. 
The  greatest  philosophers  the  world  has  seen  lived 
and  died  and  could  never  show  psychologically  why  they 
got  up  in  the  morning  or  went  in  when  it  rained.  Plato 
and  Aristotle  lived  and  died  and  never  discovered  the  road 
traveled  by  the  intellect  to  reach  the  will.  Aristotle  and 
all  the  world's  philosophers,  until  a  little  more  than  a 
hundred  years  ago,  divided  the  human  mind  into  intellect 


CONGREGATIONAL    CHURCHES.  II 

and  will — cognizing  power  and  willing  power.  Under  will, 
they  placed  the  feelings,  appetences,  and  they  never  under- 
stood how  the  thought  arising  in  the  intellect  was  conveyed 
to  the  will  and  moved  the  man  to  action.  And  yet  with- 
out that  knowledge  the  intellect  is  a  polar  sea,  the  will  an 
unbridled  steed.  Others  had  thought  deeply  on  the  theme 
but  Kant  was  the  first  to  see  the  gap  which  the  emotions 
must  fill.  On  one  side  of  the  arch  he  had  the  intellect — 
the  knowing  powers  ;  on  the  other  side  he  had  the  will — 
the  volitions,  the  acting  powers ;  and  into  the  arch  between 
he  dropped  the  key  stone,  the  emotions,  the  motive  power. 
Ask  any  tyro  in  college  to-day  the  fundamental  structure 
of  the  human  mind  and  he  will  answer,  "  Why,  of  course, 
the  intellect,  the  emotions  and  the  will."  The  intellect 
strikes  out  the  thought,  the  emotions  take  it  up  into  the 
light  of  experience  and  move,  through  desire,  the  will  to 
act  upon  it.  However  brilliant  the  thought,  it  is  impotent 
until  it  has  passed  through  the  medium  of  the  emotions 
and  been  carried  to  the  will.  Yet  we  educate  the  intellect 
and  think  we  are  developing  human  minds.  We  have  de- 
veloped distortions  and  intellectual  monstrosities  too  often, 
instead.  One  might  think  forever,  but  the  idea  would  be 
barren  did  not  the  emotions  create  pleasure  or  aversion 
and  carry  on  the  idea  to  a  corresponding  issue.  If  the 
great  object  of  education  be  character — men — then  it  is 
the  utmost  folly  to  train  the  intellect  alone.  I  think  Sir 
Wm.  Hamilton  speaks  of  the  emotions  as  a  bridge  over 
which  knowledge  marches  to  volition.  They  are  the  me- 
dium through  which  knowledge  passes.  They  are,  in  a 
figure,  a  family  of  Titans  and  when  thought  passes  into 
their  workshop,  it  will  not  go  forth  until  transformed. 


13  EDUCATIONAL  CONVENTION, 

They  are  the  real  educators.  They  send  forth  their  pupils 
with  the  impress  of  their  own  powerful  nature.  They 
stamp  them  with  the  lofty  smile  of  the  sage  or  the  hideous 
grin  of  the  fool  and  clothe  them  with  the  fantastic  garb  of 
the  jester  or  robe  them  in  the  purple  of  a  king.  "Keep 
thy  heart  with  all  diligence,"  said  the  wise  man,  "  for 
out  of  it  are  the  issues  of  life."  "  Let  me  make  the  bal- 
lads of  a  nation,  and  I  care  not  who  make  her  laws,"  said 
an  ancient.  He  knew  that  however  lofty  the  knowledge 
wrapped  up  in  reason  and  wrought  into  laws,  the  proper 
education  of  the  emotions  alone  would  lead  to  their 
execution. 

Is  it  not  a  marvel  that  knowing  the  human  mind  as 
we  do  we  are  so  unscientific  in  its  development?  We 
speak  of  the  good  hearted  man ;  but  we  mean  a  man  of 
warm  emotions  productive  of  good  motives.  All  this  is  a 
part  of  the  mind.  We  shall  never  be  scientific  in  our 
education  until  we  train  the  mind  with  psychological  com- 
pleteness. ^Our  fathers  u  builded  better  than  they  knew," 
we  know  better  than  we  build.}  We  profess  to  train  and 
unfold  the  human  mind.  But  we  know  that  the  home  of 
right  motives  is  the  emotions  and  that  the  emotions  are  a 
fundamental  part  of  the  mind.  We  know  they  are  the 
only  elements  of  the  mind  that  make  our  knowledge  avail- 
able or  useful.  We  know  that  they  color  all  our  thought 
and  send  it  out  on  errands  of  love  and  mercy,  or  missions 
of  hate  and  vengeance.  We  know  that  all  education  that 
educates  the  intellect  alone  is  one  sided  and  so  incomplete 
as  to  be  shameful.  We  train  intellectual  animals  and 
profess  nothing  more.  The  result  is  that  every  immoral 
man  trained  at  the  expense  of  the  state  is  thereby  made 


CONGREGATIONAL    CHURCHES.  13 

doubly  dangerous  as  a  foe  to  the  state.  What  other  does 
Emerson  mean  when  he  says  "Napoleon  was  trial  of  in- 
tellect without  conscience?"  Lacking  moral  education 
his  Titanic  intellect  made  him  a  moral  monster. 

The  educational  world  is  just  beginning  to  catch  the 
spirit  of  the  age,  and  in  certain  quarters  we  hear  talk 
about  psychological  ethics.  Let  us  not  disparage  the 
idea,  for  no  one  can  teach  ethics  so  as  to  fully  develope  a 
human  mind  and  send  the  man  out  a  pure,  loving, 
patriotic,  helpful,  charitable  citizen  of  a  Republic  without 
teaching  a  good  generous  part  of  the  Christian  religion, 
"  What  does  the  Lord  thy  God  require  of  thee  but  to  do 
justly,  to  love  mercy  and  to  walk  humbly  with  thy  God?" 
That  is  good  religion,  and  "psychological  ethics"  will 
not  be  able  to  omit  it.  You  cannot  teach  ethics  without 
teaching  justice  and  mercy,  and  Kant,  stoic  though  he  was, 
declared  that  it  would  be  forever  impossible  to  get  a 
ground  work  for  even  law  and  order  without  a  practical 
faith  in  God.  You-  will  find  Aristotle  teaching  ethics  on 
the  same  basis.  "Pure  religion  before  God  and  the 
father  is  this,  to  visit  the  widow  and  the  fatherless  in  their 
affliction  and  to  keep  oneself  unspotted  from  the  world." 
Ethics  will  sit  very  close  to  the  gospel  there ;  and  Jesus 
himself  summed  up  the  whole  divine  law  in  the  few 
words,  God  the  first  place,  the  second  you  and  your  neigh- 
bor. If  the  German  emperor  thinks  the  world  is  not 
ready  for  such  ethics  let  him  ride  down  "  Unter  den 
Linden"  in  the  next  Demonstration  with  his  motto,  "sic 
volo,  sic  jubeo,"  and  see  what  comes  of  it.  I  will  not 
say  that  you  cannot  teach  such  "psychological  ethics" 
without  teaching  first  of  all  love  to  God ;  but  Janet's 


14  EDUCATIONAL  CONVENTION, 

works  are  standard,  and  he  says  that  you  cannot  give 
"  any  sufficient  motive  for  the  performance  of  duty  without 
a  belief  in  God."  Because  the  unmoral  intellect  will 
say:  "If  it  is  possible  that  God  is, an  illusion,  why  should 
not  virtue  be  an  illusion  also?"  When  some  one  admitted 
to  President  Seely,  of  Amherst,  not  long  since,  that  we 
must  soon  introduce  ethics  into  our  school  system,  he  said: 
"  If  you  take  the  best  will  you  not  have  to  introduce  the 
gospel  of  Jesus?"  Daniel  Webster  could  see  no  valid 
reason  why  a  few  great  religious  truths  could  not  be  taught 
in  our  public  schools.  He  affirmed,  with  reason,  that  a 
belief  in  God,  immortality  and  accountability  of  man  to 
his  Creator,  the  relation  of  life  in  the  next  world  to 
character  in  this,  could  be  taught  without  the  least  danger 
of  sectarian  strife.  Since  the  safety  of  the  Republic 
depends  upon  the  education  of  its  citizens,  the  State  will 
not  refuse  to  educate  because  a  few  Anarchists  would 
oppose  it  in  the  support  of  the  total  destruction  of  govern- 
ment. And  if  the  ultimate  end  of  education  is  character, 
virtue  and  integrity,  the  evolution  of  upright  citizens,  the 
State  should  not  swerve  from  its  duty,  because  a  few 
unbelievers  are  opposed  to  all  religious  teachings.  The 
State  has  sharpened  the  human  intellect  until  it  is  as  likely 
to  be  deadly  as  a  foe  as  to  be  potent  as  an  ally.  All  the 
scientific  skill  of  the  day  should  be  brought  to  bear  upon 
this  problem.  When  it  is,  the  fact  will  appear  that  only 
a  psychological  development  of  the  mind  will  give  us  the 
mental  poise  and  balanced  character  necessary  that  a 
government  of  the  people  by  the  people  shall  not  perish 
from  the  earth.  The  growth  will  be  slow.  I  believe  that 
the  next  century  will  see  developed  the  necessity  for 


CONGREGATIONAL    CHURCHES.  15 

persistent  public  training  in  the  fundamental  principles  of 
religious  life.  Then  the  minds  of  the  young  will  be  more 
receptive  to  the  more  individual  instruction  in  distinctively 
Christian  truths.  Meanwhile,  that  we  may  insert  as 
widely  as  possible  the  true  leaven,  the  Christian  world 
must  pour  out  money  for  Christian  Academies  and 
Colleges  where  our  young  can  be  trained  not  merely  in 
intellectual  gymnastics,  but  where  the  intellect,  the  emo- 
tions and  the  will  may  have  symmetrical  enlargement. 
Wherever  there  is  a  felt  want,  there  is  either  existent  or 
potential,  the  answer  to  it  throughout  all  nature.  The 
world  has  long  felt  the  need  of  an  answer  to  the  great 
social  problems  of  this  century.  The  Christian  Church  is 
our  answer.  Education  psychologically  applied,  fitting 
the  mind  in  its  fundamental  principles  for  the  higher 
application  of  positive  Christian  truth,  will  alone  solve 
the  problem.  We  are  to  see  this,  ere  long,  more  clearly. 
Then,  for  the  sake  of  a  sentiment,  the  State  will  not 
prefer  the  ethics  of  Aristotle  to  those  of  Jesus  of  Nazareth. 


THE  BUILDING  OF  A  CHRISTIAN  COLLEGE. 

REV.  DR.  J.  K.  McLEAN,  OAKLAND. 

For  the  sake  of  turning  our  discussion  to  its  most 
fruitful  issue,  allow  me  to  place  upon  the  broad  subject 
assigned  me  such  modifying  limits  as  shall  entitle  it 
"The  Building  of  the  Congregational  Christian  College 
Today  in  California." 


l6  EDUCATIONAL  CONVENTION, 

/.  The  Great  Incentive  to  the  Undertaking. 
That  is  to  be  found  in  the  close  relation  which  exists 
between  such  an  enterprise  and  the  coming  of  Christ's 
Kingdom.  Institutions  of  Christian  education  have  been, 
from  the  earliest  days,  prime  factors  in  Christian  conquest 
and  advancement.  Christian  institutions  of  learning  have 
stood  to  the  Christian  Church  both  as  armory  and  arena. 
Prime  agencies  for  providing  material  of  conquest  and 
supplying  the  discipline  requisite  to  its  handling. 
Thorough  Christian  men,  thoroughly  trained  in  Christian 
ways,  for  thoroughly  Christian  ends — the  kingdom  of  God 
on  earth  can  never  do  without  them. 

1.  The  Christian  college  has  existed  and  must  exist, 
as  a  standing  appeal  for  such  men  and  as  a  standing  pre- 
paratory of  them.     Purely  secular  institutions  of  learning, 
particularly  those  maintained  by  the  state  and  held  under 
its  control,  cannot,  in  the  nature  of  the  case,  either  incite 
men  to  the  Christian  ministry,  qualify  them  for  it,  or  back 
them  in  it.     They  are  disabled  from  doing  so  by  their  very 
constitution.     Experience  already  shows  their  tendency  to 
be  powerfully  in  the  opposite  direction.      The  Christian 
institution  of  education  is  the  reservoir  upon  the  hill-top  to 
which  the  pulpit  is  hydrant  in  the  valley.     To  any  effective 
system  for  Christian  advancement  both  are  essential.    The 
one  can  be  of  little  avail  without  the  other. 

2.  The  Christian   college  is  demanded  not  only  as 
auxiliary    to    Christian   faith    and    a   power   for  Christian 
progress,  but  as  well  for  the  conservation  of  true  civiliza- 
tion.    It  is  to  be,  for  that  purpose,  even  more  necessary  in 
the  future,  if  that  were  possible,  than1  it  has  been  in  the 
past.     This  is  evident  in  view : 


CONGREGATIONAL    CHURCHES.  1 7 

(«)  Of  the  visible  tendency  in  our  age,  country,  and 
especially  in  our  State,  to  materialism,  secularism  and  to 
the  inevitable  consequences  of  these — depraved  moral 
standards  and  progressive  moral  degeneracy. 

(3)  Of  the  demoralizing  tendency  of  unsanctified 
scholarship  already  apparent  in  these  last  few  years  of 
secularized  higher  education. 

(c)  These  tendencies  have  by  no  means  reached 
their  full  swing.  Left  without  counteractant  from  the 
Christian  college  and  university,  they  furnish  the  most 
serious  menace  for  the  future  of  our  country. 

II.      The  Great  Inspiration  for  the  Undertaking. 

In  that  striking  narrative  in  the  life  of  our  Lord,  the 
interview  with  the  woman  of  Samaria,  it  is  incidentally 
recorded,  "Now  Jacob's  well  was  there."  Have  you  ever 
pondered  that  most  suggestive  circumstance?  The  well 
was  there,  though  Jacob  who  dug  it  was  gone  and  had 
been  for  seventeen  hundred  years.  The  man  had  ceased, 
his  work  survived.  And  not  in  mere  monumental  form, 
as  only  keeping  his  memory  green ;  but  in  vital  form,  as 
keeping  the  earth  green.  It  stood  a  perennial  ministry  to 
daily  human  life  and  comfort.  Through  it,  to  how  many 
thirsty  souls  had  the  dead  patriarch  ministered  cups  of 
cold  water.  From  first  to  last  what  a  record  of  benefi- 
cence. Jacob  himself  drank  of  the  well,  and  Rachel,  their 
children,  servants  and  flocks;  then  Canaanites,  Judeans 
and  strangers ;  kings  of  Israel,  Saul,  David,  Solomon ; 
prophets  of  Israel,  Elijah,  Elisha,  Isaiah;  generals  with 
their  armies ;  caravans  with  their  companies.  Especially 
as  situated  on  the  great  high-way  between  Northern  and 


1 8  EDUCATIONAL    CONVENTION, 

Southern  Palestine  in  the  line  of  the  annual  pilgrimages 
forth  and  back  to  the  Jewish  festivals  at  Jerusalemn,  it  had 
been  a  land-mark,  a  resting1  place  and  welcome  fountain 
of  refreshment.  Until  at  last  the  day  came  when  our 
blessed  Lord  himself  was  fain  to  rest  his  weary  limbs  upon 
its  brink  and  beg  for  a  draught  of  its  cool  waters.  To  fifty 
generations  of  thirst  had  it  ministered  relief. 

And,  brethren,  just  outside  the  walls  of  Samaria, 
Jacob's  well  remains  today.  Through  these  ages  since 
Jesus  drank  of  it,  does  it  continue  its  blessed  ministry  just 
as  for  so  long  before?  Every  day  of  every  year  for 
almost  four  thousand  years  has  one  man's  thought  and 
one  man's  deed  been  a  blessing  to  his  fellow-man. 

What  more  fitting  symbol  to  represent  the  wide 
reaching  and  long  enduring  influence  of  the  Christian 
College  !  What  inspiration  in  the  suggestion !  A  well  of 
water,  not  for  man's  mere  physical  need  and  the  world's 
material  want,  but  for  man's  religious  nature  and  the 
world's  spiritual  want — what  enterprise  more  inspiring! 
What  undertaking  so  sublime  ! 

Such  an  undertaking  is  not  altogether  a  vision  of  the 
possible,  it  has  been  already  realized  in  fact.  There  are 
educational  institutions,  for  their  time  Christian,  which 
have  existed  almost  as  long  as  had  the  well  of  Samaria  at 
our  Lord's  time.  The  University  of  Bologna  was  founded 
A.  D.  425,  fifteen  hundred  years  ago.  The  great  schools 
of  Palermo  were  in  existence  and  famous  in  1300.  The 
University  of  Prague  was  established  in  1348.  Vienna, 
Heidelburg  and  Leipzig  came  soon  after.  Oxford  and 
Cambridge  have  sent  forth  twenty-one  generations  of 
Christian  graduates.  Scotland  has  four  universities  of 


CONGREGATIONAL    CHURCHES.  19 

four  centuries  standing;  one  of  these  had,  not  long  since, 
a  force  of  four  hundred  and  twenty-two  professors  and 
three  thousand  four  hundred  and  forty  students.  What 
wells ! 

Then  there  are  Harvard,  Yale,  Dartmouth,  Amherst, 
Williams,  in  our  own  country.  Of  which  institutions 
President  Carter  has  lately  written,  "  The  colleges  of  New 
England  have  been  the  most  potent  auxiliaries  of  the 
Christian  faith."  What  have  these  institutions  already 
done,  and  what  more  are  they  not  yet  to  do  for  the  Chris- 
tian civilization  of  the  world !  What  incalculable  things 
may  not  a  similar  institution  accomplish  for  the  nascent 
civilization  of  this  Pacific  Coast ! 

///.     Some  Essentials    to    the    Christian  College  for 
Tomorrow. 

i.  It  must  be  thoroughly  a  college.  Else  it  cannot 
so  much  as  get  a  clientage.  Our  problem  is  to  build 
today — for  tomorrow — in  California — a  Christian  College, 
of  the  Congregational  sort.  Now,  whatever  else  it  may 
do  without,  a  college  must  have  a  constituency.  But  the 
problem  of  college-furnishing  has  materially  changed  since 
the  year  1700,  when  ten  Connecticut  pastors  brought  each 
a  half  dozen  books  and  laid  them  down  as  the  foundation 
of  Yale,  and  Jacob  Hemingway,  conning  those  books, 
constituted  for  two  years  its  solitary  student.  That 
method  of  college  building,  the  only  one  possible  then, 
can  no  longer  be  successfully  pursued.  The  conditions 
have  changed,  particularly  in  California.  The  Christian 
College  built  here  today  and  built  for  tomorrow  must  be 
prepared  to  stand  strong  competition  from  other  institu- 


20  EDUCATIONAL  CONVENTION, 

tions.  To  be  successful,  it  must  have  more  to  offer  than 
the  mere  fact  that  it  is  Christian.  Otherwise  even  our 
Christian  young  men  will  pass  it  by.  For  it  is  coming  to 
be  understood,  that  among  the  imperative  conditions  of 
success  in  professional  life,  thoroughness  of  equipment 
stands  among  the  very  first.  Poorly  trained  men,  handi- 
capped today,  are  going  to  be  handicapped  more  and 
more  tomorrow.  At  all  events,  we  shall  not  be  able  to 
persuade  our  young  men  to  the  contrary.  Where  the 
educational  carcass  is,  there  the  educational  eaglets  are 
going  to  be  gathered  together.  That  we  may  regard  as 
settled. 

We,  as  Congregationalists,  lack  even  the  questionable 
advantage  in  this  regard  which  some  other  denominations 
enjoy.  We  have,  for  example,  lately  heard  of  the  man 
who  wants  his  Baptist  College  not  only  equipped  with 
Baptist  professors  and  furnished  with  Baptist  text  books, 
but  taught  Baptist  mathematics  and  trained  in  Baptist 
gymnastics ;  if  he  could  get  them,  he  would  even  want 
Baptist  chalk  and  blackboards  and  Baptist  soap  and 
towels.  Unfortunately  or  fortunately,  as  the  case  may  be, 
we  are  lacking  in  such  denominational  spirit.  With  us 
even  parents  can  be  slightly  influenced  by  denominational 
considerations  in  selecting  a  college,  still  less  our  boys. 

In  laying  today  in  California,  plans  for  the  Christian 
College  of  tomorrow,  we  cannot  wisely  disregard  two 
facts:  (i)  That  the  great  body  of  candidates  for  the 
higher  education  in  our  State  are  to  be  prepared  in  secular 
institutions.  (2)  That  our  great  State  University  and  the 
greater  institution  now  planting  at  Palo  Alto  are  going  to 
offer  educational  advantages  of  the  very  highest  type. 


CONGREGATIONAL    CHURCHES.  21 

One  of  the  facts  suggested  to  us  is  that  the  minds  of  our 
preparatory  students  at  large  are  not  going  to  be  particu- 
larly prepossessed  toward  the  Christian  College  as  such ; 
the  other,  that  if  we  are  going  to  enter  the  educational 
field  with  any  hope  at  all,  we  must  be  prepared,  as  regards 
at  least  the  quality  of  our  equipment,  to  stand  comparison 
with  those  other  institutions.  In  quantity  we  cannot,  I 
think  need  not,  compete ;  in  quality  we  must  or  be  fore- 
doomed to  fail. 

Or  if  upon  any  ground  of  conscience,  or  of  denomina- 
tional preference,  a  poorly  equipped  institution  could 
obtain  a  limited  attendance  from  young  men  in  training 
for  ministers  and  missionaries  and  from  young  women  in 
training  to  be  their  wives,  it  could  not  do  for  these  young 
people  what  needs  doing  and  must  be  done.  The  train- 
ing which  is  to  place  the  pulpit  abreast  of  the  require- 
ments of  tomorrow  must  be  thorough  and  comprehensive. 
The  church  is  suffering  even  today  for  lack  of  a  sufficiency 
of  sufficiently  trained  men ;  the  requirement  for  such  is 
steadily,  urgently,  increasing.  The  new  aspects  of  social 
life,  already  appearing  upon  the  horizon  of  the  future,  the 
new  questions,  theoretical  and  practical,  which  already 
oppress  society  but  which  are  to  vex  it  more  and  morer 
demand  for  the  pulpit  of  tomorrow  men  of  widest 
information,  broadest  understanding,  alertest  perception, 
profoundest  sagacity,  and  most  comprehensive  sympathy ; 
in  a  word,  men  completely  equipped  every  way.  They 
must  be  men  of  utmost  faculty,  full  peers  with  those  who 
are  to  lead  in  the  other  departments  of  life.  And  just 
here  comes  in  the  responsibility  of  the  college ;  as  having 
in  training  the  religious  leaders  of  tomorrow,  the  Christian 


22  EDUCATIONAL  CONVENTION, 

College  must  be  prepared  to  do  most  thorough  work. 
There  is  some  truth,  and  much  which  is  not  truth,  in  the 
remark  attributed  to  President  Garfield,  that  a  pine  log 
with  Mark  Hopkins  at  one  end  and  an  earnest  minded 
young  man  at  the  other  is  for  all  practical  purposes, 
college  enough.  That  were  possibly  true  if  the  younger 
man  were  such  as  Garfield  and  the  older  such  as  Hopkins. 
But  Hopkinses  are  always  rare,  and  Garfields  never  too 
common.  Moreover,  the  conditions  which  gave  to  Gar- 
field's  utterance  its  measure  of  truth  are  rapidly  changing. 
The  vast  deal  which  even  President  Hopkins  could 
accomplish  for  the  intellectual  and  moral  quickening  of 
young  men  like  Garfield  already  needs  supplementing, 
and  shall  need  it  more  and  more  in  the  exigent  days 
which  are  before  us. 

The  Christian  College  for  tomorrow  must  be 
thoroughly  a  college.  No  half  equipped  educational 
apology  has  a  call  to  be.  It  would  not  be  for  the  further- 
ance but  the  hinderance  of  Christ's  kingdom.  It  could 
furnish  only  incompetence,  where  incompetency  were 
worse  than  naught. 

2.  So  too  our  Christian  College  for  tomorrow  must 
be  thoroughly  Christian.  More  Christian  than  that 
of  yesterday. 

(«)  In  order  to  conserve  such  Christian  life  as  may 
be  carried  to  it.  No  light  task  today,  that  task  is  going  to 
be  weightier  tomorrow.  Out  of  a  Christian  home,  out  of 
the  warm  atmosphere  of  Christian  Church,  Sabbath  School, 
Christian  Endeavor  Society,  fares  forth  the  immature 
Christian,  boy  or  girl,  into  the  wider  world  of  college. 
Not  one  of  us  who  has  passed  through  the  experience,  but 


CONGREGATIONAL    CHURCHES.  23 

knows  the  peril  of  it.  The  new  atmosphere,  more  dense 
in  respect  to  other  things  than  this  youth  has  ever  breathed, 
must  be  made  and  kept  more  dense  also  as  respects  this 
chief  thing.  The  Christian  College  which  is  not  prepared 
to  be  a  Christian  conservatory,  will  have  no  functions  to- 
morrow in  California. 

(6)  It  must  be  able,  further,  to  develope  that  in- 
cipient Christian  life,  in  a  full  length  way,  along  the  lines 
of  intellectual  and  spiritual  enlightenment.  Not  mere  good 
scholarship  in  a  Christian  does  the  world  need,  but  good 
scholarship  which  is  Christian.  The  two  are  by  no  means 
identical.  The  various  forms  of  scepticism  and  unbelief 
which  in  these  days  are  settling  upon  Christian  faith,  like 
the  white  and  black  scale  upon  your  orange  groves,  need 
to  be  antidoted  at  their  very  beginning.  The  student 
needs,  if  ever,  a  helping  hand  in  the  outset  of  his  intellec- 
tual conflicts.  In  language  lately  uttered  by  Dr.  Parker, 
of  London,  "We  want  human  words  delivered  with  divine 
accent  and  realities  spoken  of  with  human  sympathy. 
I  believe  in  scholarship,  I  believe  in  the  larger  scholar- 
ship that  goes  beyond  mere  letters  and  gerund-grinding 
and  all  sorts  of  finessing — the  scholarship  that  knows  the 
thought  and  spirit  as  well  as  the  letter;  beyond  the  letter 
there  is  an  influence  or  effluence  which  the  mere  gram- 
marian can  never  understand  or  appropriate/'  Such 
scholarship  must  be  bred  into  experience  out  of  experience, 
absorbed  out  of  an  atmosphere  suffused  with  it, 

(c)  Our  college  must  be  equipped  also  with  reference 
to  making  in  large  and  loving  ways  Christian  young  men 
and  women  of  those  who  come  there  without  Christian 
faith  and  Christian  life.  My  remarks  so  far  have  gone 


24  EDUCATIONAL  CONVENTION, 

upon  the  ground  that  the  Christian  College  is  designed 
chiefly  with  reference  to  the  Christian  ministry.  But  the 
church  and  world  tomorrow,  are  to  need  as  church  and 
world  do  today,  religiously  trained  men  in  all  departments 
of  life.  There  is,  and  is  to  be,  crying  need  for  Christian 
lawyers,  Christian  physicians,  Christian  teachers,  Christian 
farmers  and  Christian  business  men.  Inasmuch  as  our 
Christian  College  finds  its  sole  reason  for  existence  in  this 
great  fact,  it  will  not  answer  for  it  to  be  Christian  to  only 
the  ordinary  measure  of  the  so-called  Christian  College  of 
yesterday  and  today.  Its  equipments  must  be  more 
thorough  than  the  mere  perf unction  of  morning  prayers, 
Sunday  school,  bible  class,  occasional  prayer  meeting,  with 
some  hasty  and  apologetic  glance  at  biblical  literature.  It 
must  have  in  its  boards  of  instruction  great-souled  Chris- 
tian men  and  women,  who,  by  force  of  personal  character 
and  high  spiritual  attainment  can  infuse  and  enthuse  those 
who  come  to  them  for  intellectual  training  with  spirit  like 
their  own.  We  are  educated  by  our  admirations.  We 
become  like  those  we  look  up  to.  I  know  no  provision 
for  a  college  more  essential  than  Christian  instructors  who 
are  admirable  and  are  endowed  with  character  and  aim 
intellectually  and  spiritually  inspiring. 

IV.      The  Denominational  Basis  of  the  Christian 
College  for  Tomorrow. 

It  should  be  co-operative,  not  competitive.  Inter- 
denominational, not  denominational.  It  is  today  the 
standing  scandal  of  Christianity  that,  in  view  of  the  neces- 
sity for  the  existence  of  the  Christian  College  and  in  face 
of  the  difficulties  attending  its  building  and  maintenance, 


CONGREGATIONAL    CHURCHES.  25 

all  purely  denominational  considerations  cannot  be  sub- 
ordinated to  the  common  end.  That  scandal  of  today 
shall  appear  all  the  greater  in  the  light  of  tomorrow.  I, 
for  one,  can  see  no  good  reason  why,  denominational  lines 
being  retained  as  now,  an  interdenominational  co- 
operation could  not  be  had  which,  in  every  State  of  our 
country,  should  replace  a  starveling  brood  of  collegettes 
with  one  strong,  well-equipped,  real  college,  in  which  the 
denominational  preference  of  no  student  need  be  attacked 
or  wounded. 

But  if  such  co-operation  be  as  yet  unattainable — and 
the  persistent  experience  on  the  part  of  us  Congrega- 
tionalists,  in  vainly  trying  to  secure  it  seems  to  indicate 
that  it  is  unattainable — then  the  next  best  thing  to  try  for 
is  a  college  which  is  Congregational.  That  is  to  say,  an 
institution  which,  while  thoroughly  Christian  in  spirit, 
shall  be  in  its  working  essentially  undenominational.  It 
is  to  our  everlasting  credit  as  institution  builders  that  there 
exists  a  noble  cordon  of  colleges,  from  Bowdoin  on  the 
Atlantic  to  Pomona  by  the  Pacific,  in  which  any  student 
may  pass  through  the  whole  curriculum  without  feeling 
one  finger's  weight  in  influence  toward  changing  his 
denominational  predilections.  Can  as  much  be  said  of 
any  other  colleges  than  ours?  If  not,  then  ours  is  the 
college  to  build  for  tomorrow  in  California  today. 


26  EDUCATIONAL  CONVENTION, 

THE   CHRISTIAN   COLLEGE   WE  ARE   UN- 
DERTAKING TO  BUILD. 

PRESIDENT  C.  G.  BALDWIN,  CLAREMONT. 

Pomona  College  is,  by  force  of  circumstances,  a  Chris- 
tian Academy  and  Christian  College  combined.  It  is  not 
intended  to  cover  more  than  seven  years  from  the  begin- 
ning of  Latin.  It  does  not  propose  to  make  university 
provision,  through  advanced  electives,  for  those  who  wish 
to  begin  in  part  their  graduate  courses  at  the  close  of  the 
Sophmore  year,  but  to  give  a  full  general  course  of  under- 
graduate study  in  Literature,  Philosophy  and  Science.  It 
believes  that  these  seven  years  of  general  work  constitute 
a  worthy  preparation  for  special  studies  in  professional  lines 
at  the  universities.  We  propose  to  conduct  the  school  in 
such  a  way  that  our  pupils  shall  have  every  advantage  in 
materials,  apparatus,  and  teaching  force  necessary  to 
make  the  most  thorough  preparation  possible  for  more 
advanced  and  technical  work.  We  propose  to  employ 
such  teachers,  and  have  such  regulations,  and  establish 
such  traditions  as  shall  make  these  years  of  study,  from 
fourteen  to  twenty-one,  years  of  thorough  establishment  of 
scholarly  habits  and  Christian  character;  and  shall  also 
hope  to  aid  each  student  to  discover  within  that  period  the 
character  and  natural  limits  of  his  native  endowment,  and 
to  have  clearly  presented  to  him  the  various  forms  of 
useful  and  needed  work,  so  that  if  possible  his  choice  of 
work  shall  be  fitting  and  worthy.  We  shall  also,  and 
always,  present  to  the  students  the  highest  ideal  of  fitness 
for  lifework  and  cultivate  an  ambition  to  take  a  full 
course  of  special  graduate  study  in  the  best  universities ; 


CONGREGATIONAL    CHURCHES.  27 

and  to  this  end  it  will  be  our  aim  to  bring  before  the 
students  from  time  to  time  the  highest  specialists  for  the 
purpose  of  enlisting  the  greatest  interest,  taking  care 
always  that  these  specialists  magnify  with  us  the  impor- 
tance of  the  general  preparatory  work  of  the  college 
courses. 

This  simple  program  of  Pomona  College  seems  to  us 
to  meet  the  demands  of  our  times  in  a  way  to  harmonize 
all  important  interests.  It  is  a  plan  which  utilizes  to  the 
full  the  magnificent  endowments  of  our  great  universities, 
not  distinctively  Christian,  by  sending  to  them  the  best 
trained  material  ready  to  appreciate  and  use  the  men  and 
the  equipment  of  the  university.  It  meets  in  the  best 
possible  way  the  demand  for  Christian  Education,  because 
it  takes  the  immature  years  for  thorough  establishment  in 
Christian  principles  under  most  favorable  conditions.  If 
we  have  done  our  duty  we  can  then,  if  ever,  safely  trust 
the  graduate  of  our  College  to  meet  the  temptations  of  the 
more  mixed  University  life,  which  might  easily  have 
wrecked  the  undergraduate  student. 

There  seems  to  be  no  other  effective  way  of  meeting 
both  these  requirements  for  university  life — good  intel- 
lectual education  and  well  established  character.  This  is 
not  an  ambitious  ideal.  The  college  is  always  in  danger 
of  trying  to  become  a  university.  This  must  not  be.  It 
is  folly  to  attempt  such  work  without  large  equipment. 
It  defrauds  the  student  because  other  schools  can  serve 
him  better  in  the  special  technical  courses.  It  is  the 
business  of  the  Christian  College  to  have  such  an  equip- 
ment and  such  men  as  will  enable  it  to  say  to  any  young 
man:  "You  cannot  do  essentially  better  in  these  under- 


28  EDUCATIONAL  CONVENTION, 

graduate  courses  than  you  can  do  with  us."  This  we 
must  insist  upon.  We  cannot  rob  our  children.  There 
is  great  misconception  as  to  how  much  is  required  to  con- 
duct such  an  undergraduate  school.  This  has  arisen  from 
the  fact  that  most  of  our  colleges  as  they  have  received 
more  means  have  advanced  into  special  graduate  fields  of 
work,  and  have  undertaken  thus  a  vastly  wider  field  than 
the  undergraduate  field.  A  scheme  of  education  is  like 
a  circle,  you  increase  the  radius  but  a  little  and  you 
double  the  area  and  the  expense. 

Confining  ourselves  strictly  to  college  work  we  need 
in  chemistry  a  working  laboratory,  which  I  am  informed 
by  high  authority  in  graduate  work  will  require  as  a  max- 
imum, less  than  $10,000  in  equipment.  We  need  in 
Physics  enough  apparatus  to  set  up  a  dozen  first-class 
experiments  which  will  require,  according  to  a  very  high 
authority  in  graduate  work,  but  $10,000  in  apparatus. 
For  the  museum  for  actual  work — not  for  display — we 
need  place  in  the  hands  of  the  teachers  but  a  few  thous- 
ands of  dollars.  The  teachers  of  Literature,  History  and 
Political  Science  must  have  a  few  thousands  of  dollars  for 
books.  We  are  not  to  have  the  library  of  the  specialist  in 
all,  or  even  in  any  lines.  The  student  who  does  the  work 
before  him  can  wisely  confine  his  attention  to  the  books 
which  are  properly  collateral  to  his  studies.  The  special- 
ist and  the  university  courses  need  the  complete  library. 
The  professors  in  college  must  be  teachers,  middlemen, 
men  who  give  up  their  ambition  to  become  original  investi- 
gators ;  men  who  keep  up  with  the  latest  but  who  give 
themselves  unreservedly  to  their  pupils  rather  than  to  the 
private  laboratory.  This  has  been  done  by  the  greatest 


CONGREGATIONAL    CHURCHES.  29 

teachers  of  the  world.  They  have  written  few  books, 
they  have  made  few  original  discoveries,  but  they  have 
given  themselves  to  their  pupils ;  have  multiplied  them- 
selves in  a  thousand  lives,  awakened  and  stimulated  by 
them.  We  must  have  a  large  force  of  teachers  but  we 
can  find  three  noble  and  true  teachers  who  will  give  their 
lives  for  their  pupils  for  the  salary  which  the  rich  uni- 
versities in  self-respect  must  pay  for  one  original  investi- 
gator. Our  pay  roll  must  give  us  one  teacher  for  every 
ten  pupils ;  and  if  we  do  the  best  possible  work  for  each 
pupil  we  must  have  more  than  that.  The  nearest  possible 
approach  to  individual  attention  is  highly  desirable  and 
here  is  where  money  should  be  used  freely.  The  labor- 
atory method  must  be  used  in  all  lines  and  this  requires 
many  men. 

The  typical  product  of  such  a  College  is  a  student 
trained  in  mind  to  do  good  work  with  an  enthusiasm 
born  of  high  Christian  purpose  to  serve  the  world 
where  it  needs  him  most;  safe  as  regards  temptations 
and  ready  to  respond  most  quickly  to  the  enlarged 
life  of  the  well  equipped  special  and  advanced  courses  of 
the  University.  I  do  not  hesitate  to  say  that  such  a  man 
will  get  a  greater  uplift  from  the  change  from  the  College 
to  the  University  th;in  the  undergraduate  ever  gets  by 
partial  and  incomplete  electives  which  precede  his  proper 
graduate  work.  The  system  is  better  as  an  ideal ;  and 
within  a  few  years  it  will  be  found  that  a  defined  line 
between  the  College  and  the  University  must  be  drawn. 
Mongrels  will  not  be  tolerated.  Their  methods  tend  to 
pull  away  the  brightest  men  from  a  thorough  general 
preparation  just  as  the  Business  Course  will  "side 


3O  EDUCATIONAL  CONVENTION, 

track  "  the  brightest  men  of  the  Academy.  The  Business 
Course  has  no  place  in  the  Academy.  The  University 
Course  has  no  place  in  the  College.  To  define  our  limits 
is  to  aid  in  our  work. 

Are  our  Christian  people  of  California  willing  to 
undertake  to  build  such  a  Christian  School  as  I  have  out- 
lined ?  Are  they  convinced  that  in  education  this  is  the 
best  and  the  most  desirable  thing  to  do?  That  is  the 
first  question,  "Is  it  desirable?"  and  this  convention 
should  help  to  answer  that  question.  If  the  answer  is 
yea,  and  there  is  no  uncertain  sound  as  we  voice  that 
word,  then  I  say  it  is  feasible.  For  what  ought  to  be, 
can  be.  God  will  help  us  as  we  go  forward  with  courage 
and  it  shall  be.  If  this  is  a  right  plan  commensurate  with 
our  possibilities,  surely  we  must  put  forth  the  effort  to 
overcome  all  obstacles  which  may  oppose  it. 


WHY   A   DISTINCTIVELY  CHRISTIAN 
EDUCATION. 

REV.  H.  A.  STAATS,  PASADENA. 

The  one  supreme  test  of  the  proper  education  of  man 
is  the  realization  of  the  Divine  ideal  in  him.  What  is  that 
ideal?  A  perfect  manhood.  We  may  infer  this  from 
Nature.  Everywhere  in  the  lower  material  realm,  im- 
perfect development  points  to  richest  development ;  im- 
maturity foreshadows  maturity.  The  Scriptures  clearly 
set  forth  this  ideal.  I  read,  "And  He  (Christ)  gave  some 
apostles,  and  some  prophets,  and  some  evangelists,  and 


CONGREGATIONAL    CHURCHES.  3! 

some  pastors,  and  teachers,  for  the  perfecting  of  the 
Saints,  for  the  work  of  the  ministry,  for  the  edifying  of  the 
body  of  Christ ;  till  we  all  come  in  the  unity  of  the  faith 
and  of  the  knowledge  of  the  Son  of  God  unto  a 
perfect  man."  That  is,  all  ordinances,  all  the  variety  of 
instruments  employed  in  the  Church  by  its  Great  Head 
have  this  for  their  grand  end — a  perfect  man.  What  is 
man  in  his  essential  nature  and  present  state,  and  what  is 
perfect  manhood,  and  how  may  its  royal  crown  be  secured? 
Man  is  a  compound  being.  Dissimilar  elements  combine 
in  his  structure.  Each  has  its  place  and  rightly  developed 
bears  a  designed  part  in  his  Divine  constitution.  There 
is  nothing  superfluous  in  man.  Every  appetite,  every 
passion,  every  faculty  that  belongs  to  his  organic  nature  is 
useful ;  yea  more,  is  sacred.  He  is  a  physical  being  and 
as  such  is  fearfully  and  wonderfully  made.  The  body  is 
good.  Not  one  function  of  it  is  common  or  to  be 
despised.  To  assert  the  contrary  is  a  reflection  upon  the 
All-wise  Creator.  Man  is  also  an  intellectual  being.  His 
mental  powers  are  so  varied  and  grand  that  his  capacity 
for  progress  seems  boundless. 

He  is  a  social  being,  with  affections  which  in  their 
kind  and  degree  ally  him  to  the  Divine  heart ;  and  crown- 
ing all  he  is  a  religious  being,  he  worships,  has  a  sense 
of  a  higher,  a  Divine,  power  to  which  he  owes  allegiance 
and  before  which  he  reverently  bows.  This  distinguishes 
him  from  all  forms  and  kinds  of  animal  life,  not  simply 
as  higher  in  degree,  but  as  separate  in  kind.  Such  is 
man  as  we  find  him.  It  is  evident  that  a  perfect  man- 
hood is  the  proper,  harmonious,  development  in  him  of  all 
these  elements.  Each  has  its  sphere  in  the  life,  each  may 


32  EDUCATIONAL  CONVENTION, 

bring  a  blessing  or  a  curse.  Each  needs  guidance, 
control.  Even  the  religious  faculty  cannot  be  trusted,  for 
though  the  highest  it  is  liable  to  the  greatest  perversions. 
Take  then  man  with  these  elements  of  his  being  capable 
of  a  development  the  rich  blossom  of  which  may  be  a 
perfect  manhood,  and  we  ask,  where  is  the  power  or 
influence  which  will  secure  it?  We  naturally  suppose 
that  an  all-wise  and  loving  father  would  make  some 
provision  for  it.  Where  is  it  found?  A  distinctively 
Christian  education  furnishes  the  answer.  It  is  the  great 
necessity.  Christ  was  the  ideal  man ;  and  the  principles 
He  taught  and  embodied  in  His  life  have  in  them  the 
essence  and  promise  and  power  of  a  perfect  manhood. 
They  touch  the  whole  man — body,  mind,  heart,  spirit. 
They  say  all  you  are  is  sacred ;  regard  each  element  of 
your  being  as  such  and  use,  develop,  regulate  in  accord- 
ance with  Heaven's  royal  law  of  love.  A  Christian 
education  is  the  only  all-comprehensive  education  of  the 
whole  man,  and  therefore  has  the  strongest  claim  upon 
our  sympathy  and  support.  It  dignifies  human  nature  as 
it  leaves  no  part  of  manhood  unrecognized,  unprovided 
for.  It  says  to  every  man,  however  imperfect  and 
degraded,  you  have  a  royal  birthright,  you  are  a  son  of 
God ;  and  while  it  points  him  amid  his  weakness  and 
sinfulness  upward  to  his  possible  strength  and  righteous- 
ness, it  brings  near  God  as  the  all-helpful,  all-loving 
Friend.  Who  shall  say  that  the  inspiration  of  such  a 
vision  is  not  needed  for  the  development  of  perfect  man- 
hood ?  Who  will  deny  that  any  education  which  has  not 
this  broad  scope  is  so  far  defective !  The  men  whom  a 
Christian  education  naturally  builds  up  must  be  the 


CONGREGATIONAL    CHURCHES.  33 

noblest  men,  the  strongest  men,  the  freest  men,  the  largest 
men — in  other  words,  the  most  perfect  men.  For  they 
are  the  men  whose  every  faculty  comes  under  the  inspira- 
tion and  rule  of  that  principle,  which  is  the  essence  of 
God  Himself,  "  God  is  love."  The  world  in  its  suffering 
and  degradation  demands  such ;  for,  if  character  is  useful- 
ness, they  are  the  most  useful  ;  if  character  brings 
happiness,  they  are  the  happiest ;  and  from  their  hearts  as 
from  some  rich  instrument  in  perfect  tune,  sweetest  notes 
sound  forth  to  cheer  the  weary  and  sorrowing.  A  Chris- 
tian character,  the  fruit  of  a  Christian  education,  is  thus 
the  world's  benediction. 


THE    IMPERATIVE    DEMAND   FOR    CHRIS- 
TIAN SCHOOLS. 

REV.  E.  R.  BRAINERD,  MENTONE. 

The  topic  assigned  to  me  is  "The  Imperative 
Demand  for  Christian  Schools."  However  many  things 
may  be  said  on  this  important  topic,  there  are  but  five 
minutes  in  which  to  make  four  points.  So  I  remark: 
First.  There  is  an  imperative  demand  for  Christian 
schools,  because  of  the  secularizing  influences  of  Califor- 
nia life.  Vast  in  territory,  rich  in  worldly  goods, 
thorough  in  school  systems  and  boundless  in  resources, 
yet  the  golden  state  has  but  a  small  minority  of  Christians. 
Taken  through  its  whole  extent,  California  is  rife  in 
infidelity,  reeking  in  rum,  low  in  morals.  Her  brilliant 


34  EDUCATIONAL    CONVENTION, 

future  is  threatened  with  inevitable  decay.  No  Sabbath, 
no  sound  temperance  principles.  Greed  and  Godlessness 
dominate.  The  influences  on  the  young  are  unmistakably 
harmful.  Our  otherwise  excellent  school  system  is  abso- 
lutely void  of  moral  or  religious  teaching.  Owing  to  the 
make-up  of  our  Educational  Boards  as  the  representatives 
of  the  people,  our  teachers  are  not  largely  individuals  of 
marked  Christian  devotion,  and  those  who  are,  are  for- 
bidden, by  precedent  if  not  by  law,  any  religious  or 
Christian  teaching.  No  prayer,  no  Bible ;  with  ideas  of 
God  and  Christianity  studiously  avoided,  the  result  can 
but  be  bad  and  only  bad.  A  recent  discussion  showed 
that  almost  no  student  from  our  institutions  of  learning 
have  entered  the  ministry  in  the  whole  history  of  the 
State.  In  California,  religious  influences  are  at  a  mini- 
mum ;  the  demand  therefore  for  Christian  schools  is  at  a 
maximum.  No  one  can  doubt  that  we  must  have  Chris- 
tian schools  in  California  if  we  would  attain  a  Christian 
civilization. 

But  consider  secondly,  character  is  grander  than 
education.  It  is  fundamental  to  the  welfare  of  the  in- 
dividual and  the  State.  Education  is  the  foundation  of 
civilization.  Progress  and  prosperity,  science  and  inven- 
tion ;  the  refinements  of  literature  and  of  art ;  commerce 
and  the  assimilation  of  races  into  our  national  life  are  all 
due  to  our  splendid  system  cf  public  education,  and  along 
the  lines  of  practical  utility  our  country  has  produced 
citizens  of  remarkable  genius.  Liberal  education  has 
made  our  people  sharp  in  wits,  shrewd  in  intellectual 
prowess  and  of  wide  spread  mental  activity.  Though 
young  in  history,  America  is  prodigious  in  the  results  of  her 


CONGREGATIONAL    CHURCHES.  35 

educational  facilities,  and  promises  yet  mightier  attain- 
ments for  the  future.  But  there  is  one  thing  that  our  con- 
stitutional government  has  failed  to  comprehend.  It  is 
this:  That  though  learning,  education,  skill  and  power 
to  apply  are  a  great  boon  to  our  citizens,  yet  grander  than 
intellectual  attainments,  grander  than  mortal  genius,  is 
character.  That  element  of  citizenship,  that  alone,  can 
make  us  dominant,  and  without  this,  genius  is  but  a 
flash  in  the  darkness,  quickly  extinguished  in  the  gloom  of 
eternal  night.  Character  alone  can  establish  and  main- 
tain manhood  and  preserve  and  perpetuate  the  liberties  of 
the  people  and  the  privileges  of  our  free  institutions.  We 
are  already  feeling  the  strain  on  this,  the  weak  spot  in  our 
body  politic.  Mere  mental  greatness  and  a  dazzling 
civilization  must  inevitably  go  down  before  the  destroy- 
ing power  of  a  neglected  and  weakened  moral  life. 

To  this,  witness  the  overthrow  of  the  world's  great 
nations.  Greece  and  Rome,  in  the  brilliancy  of  their 
attainments,  literary,  artistic  and  political,  far  surpassed 
our  own.  Their  famous  schools  trained  in  intellect,  but 
could  not  control  the  will.  Their  orators  kindled  to 
enthusiastic  patriotism  the  listening  throng,  but  could 
never  awaken  the  divine  energies  of  a  dead  conscience. 
The  eloquence  of  a  Demosthenes  was  but  the  death 
song  of  a  nation's  greatness,  and  in  the  height  of  its  glory 
the  nation  went  down  powerless  to  endure.  Its  citizens 
had  lost  the  true  nobility  of  the  soul.  Their  experiment 
of  education  without  character  should  be  our  warning. 
Already  on  this  continent  are  heard  the  distant  rumblings 
of  threatened  dissolution,  and  without  Christian  education 
and  Christian  character  our  nation  must  utterly  perish 


36  EDUCATIONAL  CONVENTION, 

long  before  we  reach  their  glory  and  fame.  Our  only 
hope  is  in  Christian  education.  The  salt  of  the  gospel 
alone  can  preserve  our  secular  life.  Paul's  ideas  and 
ideals  must  be  our  standards  of  citizenship ;  the  mere 
knowledge  of  self  and  secular  forces  can  never  sustain 
man ;  the  ethics  and  wisdom  of  the  gospel  must  conserve. 
The  Greeks  reared  their  glorious  temple  to  Wisdom,  and 
over  its  wondrous  archway  was  carven  in  letters  of  gold, 
the  motto  of  this  philosphy,  "  Know  Thyself!''  Her 
citizens  paid  tribute  at  its  many  shrines ;  but  went  forth 
to  glorify  lust  and  exalt  their  own  greatness.  But  Paul, 
standing  on  Mars  Hill  and  lifting  his  voice  above  the 
tumultuous  acclaims  of  the  Parthenon  unrolled  the  scroll 
of  the  Heavens  and  over  the  archway  of  that  vast  temple, 
whose  dome  is  the  sky,  in  letters  of  living  light,  he 
inscribed  the  supreme  command,  '''•Know  Thy  God" — the 
profoundest  learning,  the  only  standard  of  enduring 
power.  It  is  plain  that  there  can  be  no  education  without 
character,  and  for  this  reason  the  imparting  of  character 
should  be  the  first  aim  in  any  system  of  education. 
Consider  now  thirdly,  Christian  schools  alone  can  give 
us  Christian  education,  and  insure  in  our  students  a  healthy 
manhood  and  a  strong  Christian  character.  Why  ?  From 
those  we  receive  our  education,  we  receive  our  character; 
the  stamp  of  life  is  impressed  by  the  hand  of  the  teacher. 
Countless  lives  and  many  famous  schools  testify  to  this 
axiom  in  educational  truth.  Hence  education  and  charac- 
ter forming  must  go  hand  and  hand,  they  are  inseparable. 
To  say  that  the  day  school  should  train  the  mind  and 
the  Sunday  school  the  character  is,  to  say,  that  we  must 
depend  upon  the  lesser  influence  to  counteract  the  greater. 


CONGREGATIONAL,    CHURCHES.  37 

To  say  that  the  public  school  should  deal  with  mental 
growth,  and  the  home  develop  the  soul  is  to  require  us  to 
nullify  home  training  by  thirty  hours  a  week  of  contact 
with  the  subtle  tendencies  of  secular  education  and  secular 
educators  which,  in  rare  exceptions,  must  prove  disastrous. 
Education  without  character  forming  is  suicidal.  The 
discussion  about  parochial  teaching,  the  Bible  in  the 
schools,  the  separation  of  church  and  state,  and  the  found- 
ing of  Christian  institutions  of  learning  may  go  on  till  the 
crack  of  doom ;  but  you  can  never  divorce  character 
forming  from  any  system  of  true  education.  Character 
is  the  imperative  demand  of  the  day,  in  civil,  in 
religious  and  in  political  life.  Now,  if  it  be  true  that 
character  is  formed  and  the  bent  of  life  imparted  by 
our  educators,  then  it  must  follow  that  the  imperative 
demand  of  the  day  is  for  the  foundation  and  maintenance 
of  distinctively  Christian  schools. 

Now,  fourthly,  this  is  just  what  we  have  in  Pomona 
College.  If  you  will  study  the  history  of  our  great  men, 
the  men  who  have  acheived  grand  moral  victories  in 
statesmanship,  in  the  judiciary,  in  the  pulpit  and  in  the 
lesser  walks  of  life,  you  will  find  that  their  feet  keep  step 
with  the  tread  of  that  vast  army  that  have  come  forth 
from  the  portals  of  our  Christian  Colleges.  Follow  the 
march  of  history  through  Yale,  Amherst,  Williams, 
Middlebury,  Dartmouth,  Oberlin,  nearly  all  of  which,  in 
their  geographical  situation,  could  be  set  down  within  the 
limits  of  our  great  State  and  tell  me  what  untold 
influences  have  gone  forth,  and  shall  perpetually  go  forth 
to  build  for  truth  and  right  by  a  Christian  education. 
These  all  were  founded  on  the  gifts  and  prayers  of  those 


38  EDUCATIONAL  CONVENTION, 

who   saw   their   country's   peril   and   sought  the  nation's 
good.     Can  any  one  doubt  their  need  and  power? 

What  would  our  land,  our  citizens,  be  today  without 
the  conserving  influences  of  these  institutions?  What 
these  have  been  in  the  East  we  must  build  on  the  shores 
of  the  Pacific.  For  ours  is  to  be  a  colossal  civilization ; 
colossal  in  commerce  and  civil  power ;  colossal  in  culture 
and  artistic  attainments.  A  new  Greece  and  a  new 
Athens,  a  golden  age  of  brilliancy  and  power.  Let  us 
build  here  a  new  Antioch  and  a  new  Jerusalem,  colossal 
in  Godliness  and  in  spiritual  grandeur — a  golden  age  of 
true  liberty  and  celestial  power.  Let  us  not  be  afraid 
that  we  shall  have  too  many  Christian  schools  and  colleges, 
but  establish  and  maintain  them  in  the  conviction  that 
they  are  necessary  to  true  education  and  enduring  national 
life.  And  let  us  be  especially  loyal  to  Pomona  College, 
the  child  of  our  prayers  and  earnest  desires  and  worthy  of 
our  fondest  hopes.  Let  us  make  her  the  Yale  of  the 
West,  sending  forth  her  great  men  to  dominate  the  land. 
Aye,  let  her  rival  the  schools  of  ancient  renown,  in  learn- 
ing and  spiritual  power,  surpassing  the  Alexandrian  age 
and  the  wisdom  of  Gamaliel,  taking  for  her  standard  the 
breadth  of  culture,  the  depth  of  spiritual  discernment  and 
loftiness  of  moral  grandeur  revealed  in  the  Perfect  Man 
and  putting  the  stamp  of  character  on  countless  heroic 
souls  that  shall  go  forth  like  Paul  to  make  our  Palestine  a 
Holy  Land. 


CONGREGATIONAL    CHURCHES.  39 

CHRISTIAN  EDUCATION  AND  CHARACTER 
BUILDING. 

REV.  E.  D.  WE  AGE,  NATIONAL  CITY. 

Every  one  must  be  educated.  It  is  not  a  matter  of 
choice.  One  might  better  talk  of  breathing,  digestion  or 
thinking  being  a  matter  of  choice.  There  are  things  we 
must  have  whether  we  will  or  not.  Education  is  one  of 
them.  Education  is  development  of  character  ;  character 
in  its  mental  r  moral  and  physical  sides.  Everything 
educates.  We  have  no  control  over  the  process.  A  man 
may  take  food  or  let  it  alone.  Having  taken  it  the  result 
is  beyond  his  power  of  choice.  In  that  realm  God  acts, 
not  man.  We  put  the  seed  in  the  soil ;  having  put  it  there 
we  have  nothing  to  do  with  the  result.  We  may  water  it. 
Having  watered  it  we  have  nothing  to  do  with  the  effect 
of  the  water.  God  and  men  are  partners.  God  has  His 
work,  we  have  ours.  Every  act  in  life  educates.  Every- 
thing we  come  in  contact  with  educates ;  just  as  every 
thought  changes  the  structure  of  the  brain  so  does  every 
experience  change  character.  We  cannot  avoid  it ;  we 
cannot  alter  the  fact.  Most  of  our  education  is  uncon- 
scious. The  young  man  goes  to  school  to  get  an  educa- 
tion. He  gets  it.  The  smallest  part  of  it  comes  from 
books.  Most  of  it  comes  unbidden  and  unknown  through 
fingers,  ears  and  eyes.  A  man  may  listen  to  good  music 
till  he  loves  it,  but  he  does  not  realize  the  process  of 
development.  It  is  not  in  anything  he  can  see  or  touch. 
A  man  may  study  pictures  till  he  becomes  an  artist  in 
soul  but  he  never  sees  the  development  in  progress.  The 
young  man  on  play-ground,  in  society,  in  class-room, 


4O  EDUCATIONAL    CONVENTION, 

forms  his  character  and  determines  his  intellectual  success 
or  failure  more  by  what  he  does  not  think  of  than  by  what 
he  does  think  of.  Physical  exercise  is  good  for  physical 
development ;  but  that  development  is  conditioned  not  so 
much  on  the  exercise  as  on  the  air  and  sunlight  in  which 
the  exercise  is  taken.  Exercise  in  a  foul  cellar  would  be 
of  small  profit.  A  man  walking  in  an  African  forest  may 
take  in  malaria  enough  to  kill  him  and  not  know  of  the 
harm  till  after  it  is  done.  The  moral  and  intellectual 
atmosphere  that  surrounds  college  life  is  far  more  power- 
ful than  all  the  instruction  in  text  books.  We  should  take 
special  pains  to  see  that  these  unconscious  educational  in- 
fluences are  right.  We  can't  hinder  the  working  of  such 
influences.  We  can  put  ourselves  under  right  ones.  A 
man  who,  without  the  best  of  reasons,  puts  himself  under 
the  influences  of  some  colleges  and  expects  to  come  away 
unharmed  tempts  God.  He  might  as  well  swing  Indian 
clubs  in  a  small-pox  hospital.  Don't  jump  from  the 
pinnacle  of  the  temple  and  expect  God  to  catch  you.  He 
has  better  work  on  hands.  A  man  may  study  and  pray 
and  work  for  God,  and  yet  treat  his  nerves  so  that  they 
shall  be  allies  of  the  Devil.  That  is  poor  policy.  It  is 
good  policy  compared  with  that  which,  in  his  most  critical 
period,  when  he  is  striving  to  build  a  broad  and  firm  intel- 
lectual character,  puts  a  man  under  influences  which,  with 
all  their  insidious  and  terrible  power,  work  for  ruin. 
Give  us  pure  air  and  clear  sunlight. 

But  it  is  not  alone  on  the  moral  side  of  character 
building  that  the  Christian  part  of  an  education  is 
well  nigh  indispensible.  Look  at  the  intellectual  part 
of  it.  A  man,  who  soaks  his  body  with  wine  or  beer, 


CONGREGATIONAL    CHURCHES.  4! 

cauterizes  his  nerves  with  tobacco  and  enervates  his 
muscles  with  neglect,  isn't  good  for  much  in  a  prize 
fight.  What  is  he  good  for  in  the  vastly  harder  contest 
of  brains?  Give  a  man  such  influences  as  shall  tend 
to  make  him  care  thoroughly  and  conscientiously  for 
his  body  as  the  Temple  of  God,  and  you  greatly  increase 
his  chance  of  success  in  brain  work.  Here  is  one  place 
where  even  our  Christian  colleges  are  not  up  to  mark. 
There  ought  to  be  no  Christian  college  where  special  and 
detailed  instruction  on  the  hygiene  of  brain  and  nerves  is 
not  given.  We  would  have  far  less  poor  work  and 
failures  and  collapses  and  suicides.  Many  a  man  works 
on  after  God  has  written  his  coming  ruin  in  letters  of 
languor  and  restlessness  and  pain  that  sets  all  his  nerves 
athrill,  and  never  a  Daniel  rises  to  interpret  to  him  the 
handwriting  of  the  Almighty.  Then  comes  one  of  what 
we  call  mysterious  Providences — with  nothing  mysterious 
about  it,  unless  it  be  the  indifference  of  those  who  ought 
to  have  furnished  an  interpretation  to  the  warning  and  did 
not.  But,  as  much  behind  the  times  as  our  Christian 
colleges  are  on  this  point,  others  are  still  more  so.  Not 
only  does  the  student  in  a  Christian  college  stand  a  better 
chance  of  building  a  strong  intellectual  character,  because 
he  is  under  influences  that  tend  to  help  him  save  and  use 
his  forces  to  the  best  advantage,  but  because  he  is  likely 
to  get  really  broader  and  more  thorough  instruction.  All 
facts  are  connected.  Things  are  seen  rightly  only  as  they 
are  seen  in  their  relationship.  Our  fathers  saw  steam. 
It  did  not  amount  to  much.  They  did  not  see  it  in  its 
relation  to  practical  life.  They  saw  lightning.  It  did  not 
profit  them.  They  did  not  see  it  in  relation  to  common 


42  EDUCATIONAL  CONVENTION, 

affairs.  Men  see  the  facts  of  science  and  history.  These 
facts  are  intimately  related  to  the  soul  and  God.  What  if 
the  teacher  is  blinded  by  materialism  or  agnosticism  so 
that  he  does  not  see  these  relationships  ?  His  perception 
of  the  character  and  meaning  of  the  facts  is  by  so  much 
dull.  Given  a  man  whose  vision  is  clear,  and  his  view  of 
the  facts  will  be  broader,  fairer  and  more  inspiring.  You 
see  a  man  working  with  a  microscope.  It  is  a  costly 
instrument.  The  object  he  is  examining  seems  dim.  He 
adjusts  the  instrument;  still  dim.  Rubs  the  lenses;  still 
dim.  He  takes  the  instrument  apart  and  with  a  few  drop. 
of  alcohol  thoroughly  cleans  the  lenses.  Ah  !  he  sees 
now.  The  dirt  of  materialism  and  the  smoke  of  agnos- 
ticism make  bad  work  in  examining  the  facts  of  the  worlds 
Give  us  an  institution  where  they  keep  the  lenses  clean. 


THE  STUDENT  MATERIAL  FOR  COLLEGE 
BUILDING. 

PROFESSOR  E.  C.  NORTON,  CLAREMONT. 

You  have  listened  to  the  President,  as  he  has  given 
for  the  Trustees  and  Faculty  the  main  characteristics  of 
the  institution,  which,  in  Pomona  College,  it  is  proposed 
to  build  up;  and  I  think  you  have  all  said,  "  Amen,  go 
ahead,  brethren,  and  when  the  work  proves  that  it 
possesses  such  qualities  ws  will  joyfully  own  it  and  give  it 
to  the  world  as  our  tribute  to  Christian  civilization.*' 

But,  however  high  the  ideal  which  Trustees  and 
Faculty  set  before  themselves  in  this  building  of  a  Chris- 


CONGREGATIONAL    CHURCHES.  43 

tian  College,  however  wise  their  plans  and  true  their 
hearts,  they  cannot  place  it  on  the  level  they  desire  either 
in  respect  of  mental  or  of  moral  life.  After  they  have 
done  their  best  the  tone  of  intellectual  and  spiritual 
activity  of  the  institution  will  be  the  average  tone  of 
the  body  of  students ;  and  in  these  days  of  beginnings, 
you,  pastors,  are  largely  responsible  for  the  students  we 
receive  or  fail  to  receive.  The  real  life  of  the  College  is 
in  its  students ;  in  greatest  degree  they  hold  in  their 
power  its  good  name,  its  prosperity,  its  influence. 
The  modern  college  is  neither  a  monarchy  nor  an  aris- 
tocracy ;  it  is  a  democracy,  and  the  students  are  the  demos 
— in  reality  the  governing  body. 

What  one  of  us  did  not  feel  and  recognize  in  our 
student  days  that  indefinable  something  that  may  be  called 
the  "spirit  of  the  institution" — an  intangible  but  real 
thing  that  had  uplifting  and  restraining  power — saying  to 
each  successive  class,  this  is  the  way ;  walk  ye  in  it.  And 
so  the  Freshman,  without  thought  of  resistance  and 
almost  perforce  did  certain  things  and  did  not  do 
certain  things  because — why,  because  it's  a  way  we  had 
at  old  Amherst,  or  Yale,  or  Dartmouth,  or  Oberlin,  or 
wherever  else  we  came  under  the  sway  of  this  ghost  of  the 
past.  The  traditions  of  institutions  long  founded  are 
mighty  powers,  and  so  far  as  they  make  for  honorable 
living  and  righteousness,  mighty  powers  for  good.  The 
Freshman,  the  Sophmore,  the  Junior,  the  Senior,  drops 
into  his  round  of  duties,  of  pleasures,  of  recreation,  yes, 
even  of  vices,  at  what  is  considered  the  proper  time, 
because,  don't  you  know,  its  "  the  thing"  at  his  college. 
There  can  be  no  change  of  the  internal  spirit  and  life  of 


44  EDUCATIONAL  CONVENTION, 

an  institution.  It  may  be  developed — it  can  not  be  revo- 
lutionized. The  quality  of  our  student  body  is  then  of  the 
utmost  importance  during  these  formative  days,  when 
there  are  no  traditions  of  the  elders,  no  way  in  which 
things  have  always  been  done,  no  spirit  that  walks  abroad 
and  lays  a  restraining  hand  on  every  brother  that  walketh 
disorderly. 

The  old  and  very  sensible  receipt  for  cooking  a  rabbit 
was:  "First  catch  your  rabbit."  For  building  up  a 
Christian  College  the  first  essential  is  to  capture  live 
Christian  students — not  simply  Christians  but  students. 
There  is  a  grave  danger  for  a  young  college  which  carries 
with  it  the  name  of  Christian,  especially  just  at  that  time 
when  it  begins  to  gain  some  little  reputation  as  a  good  and 
safe  institution,  and  more  especially  where  all  the  influ- 
ence of  the  great  institutions  is  given  to  endow  us  with 
such  a  character  in  the  eyes  of  the  people.  Here  is  a  very 
bright  student  in  some  brother's  church — a  boy  coming 
out  into  earnest  Christian  life.  The  pastor  perhaps  agrees 
with  the  parents  that  it  is  safe  for  him  to  go  to  some  insti- 
tution carrying  a  larger  name  than  Christian  College. 
Perhaps  neither  pastors  nor  parents  always  stop  to  con- 
sider that  if  Christian  Education  is  necessary  at  all  there 
are  duties  as  well  as  privileges  regarding  it,  and  so,  un- 
wittingly, they  may  help  to  make  Christian  Education 
what  not  a  few  would  like  to  see  it,  a  thing  of  the  past. 

But  here  is  a  boy  who  "never  did  hanker  very  much 
after  being  a  Christian  "  and  his  moral  character  is  get- 
ting a  little  shaky,  he  has  had  trouble  with  his  teacher  in 
the  High  School,  and  his  parents  don't  quite  know  what 
to  do  with  him.  The  danger  is  that  some  friend  of  the 


CONGREGATIONAL    CHURCHES.  45 

College  suggest  that  he  be  sent  to  Pomona  College,  where 
they  make  so  much  of  religion  and  the  influences  are  so 
good.  Give  us  enough  such  friends  and  we  are  undone. 

I  know  we  cannot  expect  to  receive  the  best  students 
if  we  cannot  do  the  best  work,  nor,  on  the  other  hand, 
can  we  be  expected  to  do  the  best  work  if  we  do  not  have 
the  best  students  you  can  send  us.  The  Christian  College 
is  not,  and  must  not  be  made,  a  home  for  the  feeble- 
minded, nor  a  rival  of  the  institution  at  Whittier.  More 
than  any  other  institution  of  learning  must  it  refuse  to 
accept  those  who  cannot  bring  clean  papers  and  refuse  to 
retain  those  who  do  not  maintain  a  clean  and  helpful 
character,  and  this  is  especially  to  be  emphasized  during 
its  critical  years  when  traditions  are  being  established  and 
customs  formed  not  easily  broken.  "  This  does  not  have 
to  be  a  large  school,"  said  Dr.  Arnold,  "  but  it  must  be 
a  school  of  Christian  gentlemen."  This  should  be  our 
ideal — not  quantity  but  quality.  There  is  indeed  a  work 
we  can  do  and  ought  to  do  for  the  weak,  but  for  the  doing 
of  this  work  we  must  first  have  strength  and  momentum. 
Green  wood  is  all  right  if  you  first  have  fire  enough.  But 
in  the  present  crisis  one  of  your  brightest  and  best  is  worth 
to  the  building  up  of  the  college  a  dozen  indifferent  stu- 
dents. The  first  one  to  go  to  Pomona  College  from  your 
community  \\7ill  in  general  be  the  type  of  all  succeeding 
pupils,  and  will  fix  for  your  people  their  estimate  of  the 
character  of  life  and  attainment  at  the  college.  If  this  is 
true,  are  we  not  justified  in  asking  for  your  best — bright 
students,  sound  students  and  such  as  sleep  o'nights. 


46  EDUCATIONAL  CONVENTION, 

THE  DUTY  OF  THE  CHURCH  TO  THE 

INTELLECTUAL  LIFE  OF 

HER   CHILDREN. 

REV.  LUCIEN  H.  FRARY,  POMONA. 

Matthew  Arnold,  a  few  years  ago,  in  his  lecture  on 
Numbers,  took  the  ground  that  the  great  defect  of  our 
Republic  is  disobedience,  want  of  respect,  and  exaggera- 
tion, but  that  there  is  power  in  the  large  remnant 
amongst  our  millions  to  save  the  nation.  The  remedy 
lies  in  unceasingly  multiplying  the  numbers  and  efficiency 
of  the  remnant.  Precisely  this,  I  understand  to  be  the 
question  before  us  this  A.  M. 

How  to  increase  the  remnant  of  liberally  educated 
Christian  minds  in  America  is  the  problem  that  inspired  the 
calling  of  this  assembly.  We  stand  in  the  gate-way  of  the 
twentieth  century.  We  do  business  by  telegraph  and 
telephone.  We  travel  by  steam  and  electricity.  We 
tunnel  mountains  and  heave  ocean  beds  with  dynamite  and 
rock-rend.  We  light  our  streets  and  warm  our  dwellings 
with  fires  kindled  by  the  force  of  mountain  streams.  We 
have  ceased  to  be  surprised  by  the  wonders  of  mechanical 
invention,  since  the  civilization  in  the  midst  of  which  we 
daily  act,  is  itself  the  wonder  of  the  ages. 

At  times  we  are  tempted  to  regard  ourselves  as  only 
an  element  of  this  amazing  movement  going  on  before 
our  eyes.  Power  of  every  kind  is  concentrated.  Time  is 
wealth.  The  world  does  not  wait  for  men  leisurely  to 
muse  upon  its  calls  to  service.  Opportunities  unaccepted 
are  quickly  withdrawn.  We  listen  to  men  who  think 
straight  and  see  clearly.  Definite  ideas,  strongly  held  and 


CONGREGATIONAL    CHURCHES.  47 

concisely  spoken,  are  in  demand.  The  untrained  mind 
labors  under  disadvantages  that  grow  more  irksome  every 
hour.  Even  obscure  communities  require  for  their  higher 
needs,  the  man  of  broad  views  and  distinctive  convictions ; 
while  in  the  great  centers  of  thought  and  action,  the 
poorly  equipped  workman  finds  his  burden  well  nigh 
crushing.  There  has  always  been  a  pressing  need  for 
skilled,  solid,  Christian  men.  But  never  was  that  need  so 
imperative  as  at  this  moment,  and  in  our  land.  The 
necessity  of  popular  intelligence  and  public  virtue  as  a 
safeguard  to  the  nation  has  become  a  commonplace  upon 
all  our  lips.  With  democracy  made  sovereign,  and  the 
line  between  liberty  and  license  delicately  narrow ;  with 
the  growing  effrontery  of  crafty  and  thieving  demagogues ; 
with  the  multiplied  wants  and  healthy  discontent  'of  man- 
kind, brought  about  by  the  social  and  material  advances 
of  the  past,  there  comes  a  loud  and  urgent  call  to 
vastly  increase  the  company  of  men  and  women  who,  by 
the  exercise  of  mental  discipline  and  moral  integrity  in 
the  various  callings  of  life,  shall  help  to  make  America, 
not  only  in  name,  but  in  very  deed,  the  enlightener  of  the 
^nations,  the  pioneer  in  the  vanguard  of  the  hopes  of  the 
world.  Thoughtless  mobs,  wreaking  their  fury  upon  real 
or  fancied  enemies,  cannot  do  this  work.  Neither  is  mere 
goodness  equal  to  the  task.  The  political,  social  or  moral 
questions  of  our  day  will  not  be  solved  by  selfish  schemes 
or  ignorant  philanthrophists.  The  times  call  for  the  com- 
bination of  intellectual  and  moral  power,  for  faithful  men 
able  to  teach  others,  also  men  of  trained  mind  and 
educated  conscience.  No  others  can  do  the  work  that 
waits  our  hands.  The  struggle  for  material  gain  grows 


48  EDUCATIONAL  CONVENTION, 

more  intense.  In  their  heat,  men  cast  aside  moral 
scruples  as  a  runner  throws  off  his  garments  in  a  race. 
And  yet  society  can  stand  only  upon  the  solid  rock  of 
rectitude.  To  tamper  with  the  sanctities  of  God's  law,  to 
consent  that  anything  rather  than  religious  integrity  shall 
rule  in  human  affairs,  is  to  tear  off  the  planks  from  the 
bottom  of  the  ship  in  which  we  sail  with  all  our  goods. 

Progress  in  the  conquest  over  matter  bids  us  learn 
anew,  and  continually,  the  truth  that  in  the  world,  "there 
is  nothing  great  but  man ;  in  man  there  is  nothing  great 
but  mind/'  A  man  in  one  aspect  may  be  a  mist,  a 
withering  flower.  In  another  he  is  gigantic,  immeasurable, 
immortal ;  and  he  is  never  so  great  as  when  disciplined  in 
all  his  powers  and  uplifted  by  the  aspirations  of  an  intel- 
ligent Christian  faith.  "  Governments,  religion,  property, 
books,"  said  Humboldt,  "are  nothing  but  the  scaffolding 
to  build  a  man.  Earth  holds  up  to  her  maker  no  fruit  but 
the  finished  man."  "Mankind,"  said  Kossuth,  "has 
but  one  single  object — mankind  itself ;  and  that  object 
has  but  one  single  instrument — mankind  again."  "Men," 
said  Pericles,  "are  a  city,  and  not  walls."  The  prayer 
of  every  Christian  American  should  continually  be, 
"O  God,  give  us  men." 

Consider,  too,  this  idea  of  liberty.  What  need  that 
millions  in  this  land  learn  the  real  meaning  of  that  word. 
Blessed  shall  be  the  men  who  teach  the  precious  lore  that 
liberty  is  the  office  of  righteousness,  that  liberty  is  self- 
reverence,  self-knowledge  and  self-control.  Blessed,  too, 
shall  be  the  men  who,  by  plain  living  and  high  thinking, 
show  the  community  how  simple  are  the  real  needs  of  life 
and  pour  silent  contempt  on  the  regency  of  gold.  "  For 


CONGREGATIONAL    CHURCHES.  49 

departed  kings,'*  says  one,  "  there  are  appointed  honors, 
and  the  wealthy  have  their  gorgeous  obsequies  ;  but  it 
shall  be  the  nobler  lot  of  these  to  clothe  nations  in 
spontaneous  mourning,  and  to  go  to  the  grave  among  the 
benedictions  of  the  poor." 

Our  country  needs  leaders  and  commanders  of  the 
people.  And  for  these,  to  the  Christian  College  she  must 
continually  resort.  But  how  shall  the  Christian  College 
honor  the  draft  without  perennial  supply  from  the  Christian 
church  and  the  Christian  home  ?  In  the  Christian  church 
and  the  Christian  home  is  set  the  center  of  hope  for  the 
saving  of  the  world.  The  very  atmosphere  of  the  Chris- 
tian College  inspires  to  the  broadest  manhood.  The  value 
of  clean,  strong  lives,  is  there  constantly  and  everywhere 
felt,  and  young  men  are  fortified  with  every  noble  purpose. 
Thus,  as  Christian  ministers,  lawyers,  physicians,  business 
men ;  as  presidents  and  instructors  in  colleges ;  as  scien- 
tists, statesmen  and  authors ;  as  guardians  of  asylums, 
reformatories  and  hospitals  ;  as  missionaries  at  home  and 
abroad,  the  alumni  of  our  colleges  are  doing  a  work  so 
vast,  so  beneficent  that  no  man  can  take  the  measure  of  it. 
Educated  men  who  walk  with  God  and  invoke  his  aid  in 
the  issues  of  the  hour  are  clothed  upon  with  a  power  that 
shall  bring  victory  to  the  truth  and  safety  to  the  Republic. 
They  go  forth  under  the  leadership  of  one  who  hath  on 
his  vesture  and  on  his  thigh  a  name  written — King  of 
Kings  and  Lord  of  Lords. 

In  view  of  these  hints  I  venture  to  hope  that  you  will 
assent  to  the  timeliness  of  my  theme :  The  Duty  of  the 
Church  to  the  Intellectual  Life  of  Her  Children. 


50  EDUCATIONAL    CONVENTION, 

THE  PERSONAL  FACTOR   IN  EDUCATION. 
REV.  C.  T.  WEITZEL,  SANTA  BARBARA. 

My  subject  is  the  educational  force  of  the  personality 
and  companionship  of  the  teacher.  The  teacher  is  some- 
thing more  than  a  live  text  book  on  arithmetic,  grammar, 
history.  He  certainly  ought  to  be.  His  personality 
educates  as  truly  as  do  the  facts,  laws,  or  principles  he 
teaches.  Is  he  a  mere  hireling,  doing  his  work  for  so 
much  money?  He  will  not  give  his  life  blood  to  his 
scholars.  What  lesson  will  he  teach  of  service  ?  This — 
it  is  a  matter  of  money.  He  must  have  the  dollars. 
Therefore  he  must  do  the  service.  Service — a  hard 
necessity,  nothing  higher ;  that  is  the  lesson  he  teaches  of 
service.  Is  he  more  than  a  mere  hireling — a  friend  ;  a  lover 
of  his  neighbor?  His  whole  manner  shows  it.  What  a 
new  conception  of  service  he  gives  by  the  way  he  throws 
himself  into  his  work.  Still,  a  necessity  it  may  be.  But 
something  vastly  better,  higher,  giving  a  thought,  teaching 
a  law,  impressing  a  truth.  There  is  a  joy  in  it.  To  serve  is 
a  privilege.  There  is  something  in  true  service  for  which 
money  cannot  pay.  He  truly  serves  who  gives  himself — 
that  is  the  lesson  he  teaches  of  service.  Is  the  teacher  a 
literalist?  Is  he  bound  by  the  mere  letter?  Or  is  he  one 
who  habitually  catches  at  the  spirit  of  a  fact  or  principle  ? 
The  one  teaches  history  as  a  collection  of  dead  facts  and 
dates.  The  other  as  an  illustration  of  eternal  living  prin- 
ciples, a  prophecy  of  what  shall  be,  as  well  as  a  record  of 
what  has  been.  Is  our  teacher  scornful  or  reverent  ?  His 
scholars  will  learn  of  him  the  disrespect  that  lowers  the 
great  to  our  own  level,  or  the  humility  that  exalts  us 


CONGREGATIONAL    CHURCHES.  51 

toward  the  great.  Does  our  teacher  hold  fast  the  tradi- 
tions of  the  past,  or  eagerly  welcome  the  new  light  ever 
breaking  forth  ?  His  scholars  will  learn  of  him  the  narrow- 
ness which  would  have  us  receive  spiritual  truth  through 
one  window  only — the  Bible;  or  while  recognizing  the 
preeminence  of  the  revelation  of  the  Holy  Writ,  they  will 
learn  to  think  God's  thought  after  him  in  the  marvelous 
world  of  his  making,  and  recognize  the  voice  of  God  in  all 
human  history  and  in  the  human  reason  and  the  human 
conscience.  Is  our  teacher's  life  in  thought,  aspiration, 
act  bounded  by  time,  or  does  it  reach  out  into  eternal 
years  ?  He  need  say  nothing  about  it.  To  the  impressi- 
ble minds  and  hearts  influenced  by  him  it  is  soon  made 
known,  and  they  are  either  left  at  the  low  level  of  those 
who  live  by  the  day  to  have  a  good  time,  and  to  whom 
human  standards  of  success  and  failure  are  final,  or  they 
are  taught  to  ask,  not  what  is  pleasant  but  what  is  right ; 
not  how  does  this  serve  my  life  but  how  does  it  serve  all 
life?  In  a  word,  the  teacher  cannot  ask  a  question,  ex- 
plain a  problem,  administer  a  reproof,  correct  an  error, 
without  revealing  and  impressing  himself  on  the  scholar. 

This  factor  in  education,  the  personality  of  the  teacher 
impressed  by  familiar  intercourse  with  the  taught,  is  not 
sufficiently  recognized  in  our  schools  and  colleges,  though 
I  bear  witness  that  it  is  to  a  very  large  extent  recognized 
in  Pomona  College.  In  this  respect,  on  the  whole,  we 
have  not  only  made  no  advance  on  the  methods  of  the 
ancients ;  we  have  positively  lost  ground.  The  Greek 
philosophers,  Socrates,  Plato,  Aristotle,  impressed  their 
personality  indellibly  on  their  disciples,  by  familiar  walks 
and  talks  with  them,  singly,  as  well  as  in  groups.  So  did 


52  EDUCATIONAL    CONVENTION, 

the  Hebrew  Rabbis  on  their  disciples.  It  is  said  of 
Prof.  Tholuck,  of  the  University  of  Halle,  that  some  of 
the  most  illustrious  German  writers  of  the  century  were 
led  into  the  Christian  life  by  him ;  that  in  the  pulpits  and 
professorial  chairs  of  Germany,  there  are  at  present  hun- 
dreds who  are  preaching  and  teaching  a  gospel  they  first 
received  from  him.  Among  his  papers  were  found  hun- 
dreds of  letters  from  students  and  ministers  owning  him  as 
their  spiritual  father.  What  was  the  secret  of  Prof.  Tho- 
luck's  great  success?  This:  From  the  beginning  of  his 
work  as  a  University  Professor,  on  through  the  busiest 
portion  of  his  world  renowned  public  lecturing,  he  regu- 
larly spent  four  hours  a  day  walking  with  students,  besides 
having  one  student  at  his  table  for  dinner  and  another  for 
supper.  At  such  times  he  sought  in  every  way  to  get  at 
the  inner  life  of  his  guest  or  companion.  In  this  familiar 
intercourse,  we  are  told,  "  he  was  full  of  geniality  and 
overflowed  with  humor;  he  tried  the  students'  wits  with 
the  oddest  questions,  and  those  who  enjoyed  the  privilege 
of  walking  with  him  would  retail  for  weeks  afterwards  the 
quips  and  sallies  in  which  he  had  indulged.  He  knew 
how  to  draw  every  man  out  on  the  subjects  with  which  he 
was  acquainted.  He  endeavored  to  rouse  and  stimulate 
the  mind  from  every  side,  and  many  owed  to  him  their 
mental  as  well  as  their  spiritual  awakening." 

What,  after  all,  must  have  been  the  part  of  the  train- 
ing of  the  twelve  disciples  of  Jesus  Christ  which  was  most 
essential,  profound,  lasting?  Shall  we  not  say  that  just 
to  be  with  the  Divine  teacher  was  the  most  important 
factor  in  their  training?  Can  we  not  imagine  how  virtue 
must  have  gone  forth  continually  from  Him  to  them  in 


CONGREGATIONAL    CHURCHES.  53 

those  long  walks  by  the  lake  and  over  the  mountain  pass, 
during  those  night  vigils,  in  those  familiar  talks  in  the 
house  explaining  what  was  so  mysterious  in  his  public 
teachings  ?  The  daily  silent  influence  of  that  life  of  perfect 
piety,  sympathy,  unselfishness,  devotion,  heroism,  must 
have  worked  infinitely  in  moulding  and  transforming 
those  fishermen  into  the  leaders  of  a  movement  which 
should  fill  and  conquor  the  world.  We  see  that  the  most 
successful  teachers  have  followed  this  method  of  educating 
by  familiar  companionship.  The  best  educated  nation  in 
the  world — the  German — follows  this  method.  Let  me 
add  a  few  of  the  reasons  which  make  this  a  factor  on  which 
we  should  lay  great  stress. 

We  learn  largely  by  unconscious  imitation.  Some 
time  ago  it  was  a  notorious  fact  in  regard  to  one  of  our 
Eastern  colleges  that  its  students  could  easily  be  recognized 
by  a  peculiar  gesture  which  they  unconsciously  copied 
from  their  honored  President.  A  child's  walk,  his  speech, 
the  very  expression  of  his  face,  reproduces  the  pattern  set 
by  the  parent  or  teacher.  He  will  speak,  not  the  grammar 
which  he  has  been  taught  by  rule,  but  the  grammar  which 
he  hears  in  the  speech  of  his  companions.  In  recent  years 
there  has  been  a  marked  tendency  toward  teaching  by 
objects,  illustrations.  Abstract  truths  or  facts  have  been 
given  a  body.  Pictures  fill  our  current  literature  so 
that  everything,  our  magazines  and  even  our  daily  news- 
papers, are  illustrated.  Pictures  adorn  the  bare  walls  of 
all  the  school-houses  in  our  land.  Even  the  stories  of 
Scripture  are  taught  in  the  pulpits  of  our  land  by  aid  of 
pictures  and  the  magic  lantern.  Of  much  that  he  teaches 
the  teacher  himself  is,  or  should  be,  the  truth  in  its  con- 

:s\ 
fi  1 


54  EDUCATIONAL  CONVENTION, 

crete.  He  is  the  live  embodiment  of  it  before  the  scholar, 
the  picture  held  up  before  him.  We  often  hear  it  said 
that  the  class  companionships  of  college  life  are  as  valuable 
a  training  as  the  instruction  of  the  class-room.  If  this  is 
so,  is  there  not  in  the  lack  of  companionship  between 
teacher  and  scholar  the  neglect  of  a  force  of  great  possible 
value  ? 

Another  reason  for  laying  stress  on  the  personal  factor 
in  education  is  this :  We  gain  force  from  contact  with  a 
person.  A  legend  tells  of  a  saint  of  long  ago  to  whom 
was  given  power  to  cure  disease,  soothe  pain,  and 
comfort  sorrow  without  being  conscious  of  doing  so. 
"  When  the  saint  went  along,  his  shadow,  thrown  on  the 
ground  on  either  side  or  behind  him,  made  arid  paths 
green,  caused  withered  plants  to  bloom,  gave  clear  water  to 
the  dried  up  brooks,  fresh  color  to  the  pale  children  and 
joy  to  unhappy  mothers." 

There  is  more  real  truth  than  we  might  think  in  the 
legend.  A  bright  face,  a  ringing  voice,  a  firm  step — we 
all  know  their  power  to  cheer,  to  rouse.  And  these  are  but 
the  outward  expression  of  an  inner  force,  which  is  ready  to 
communicate  itself  to  us.  The  enthusiasm  of  another  is 
infectious.  I  shall  always  remember  the  intense  interest 
in  Greek  history  which  was  occasioned  in  our  college  class 
by  a  lecturer  who  threw  himself  into  the  telling  of  the 
story. 

A  sermon  is  one  thing  when  read  in  cold  blood  in 
your  home.  It  is  a  very  different  thing  when  it  comes  hot 
from  the  lips  of  a  preacher  whose  soul  is  on  fire  with  its 
truths  and  who  summons  all  his  forces  of  voice,  of  eye,  of 
personal  magnetism  to  drive  the  truth  home  to  the  con- 


CONGREGATIONAL    CHURCHES.  55 

science.  After  all,  what  the  world  needs  most  of  all  is 
power.  Mere  knowledge  is  not  power.  We  want  to  give 
force  to  the  thought,  the  affections,  the  choice  of  our 
youth.  It  is  the  teacher's  personality  more  than  what  he 
teaches  that  will  inspire.  Let  the  teacher  be  intellectual, 
warm-hearted,  strong  willed,  and  you  cannot  give  the 
scholar  too  much  of  personal  contact  with  him.  Keep  the 
scholar  and  teacher  at  arms  length — the  one  on  his  plat- 
form, the  other  at  his  school  desk — and  you  sacrifice  the 
greater  part  of  the  teacher's  power  to  inspire. 

Still  another  reason  for  laying  stress  on  the  personal 
contact  of  the  teacher  and  scholar  is  one  suggested  by  an 
admirable  paper  by  President  Hyde  on  "Our  Ethical 
Resources."  Speaking  of  personal  influence  as  one  of 
the  resources,  he  says:  "  There  is  a  time  in  the  develop- 
ment of  every  boy  when  the  mind  is  as  sensitive  and  true 
to  what  is  best  to  do  and  be  as  the  magnetic  needle  to  the 
pole.  Secure  his  confidence  then ;  find  out  what  form  of 
life's  problem  he  is  wrestling  with  then;  show  what  steps 
he  must  take  to  win  the  ideal  of  manhood  that  is  then 
struggling  for  recognition  ;  put  his  feet  on  the  right  track 
then,  and  he  will  go  right  ever  afterward  and  acknowl- 
edge his  lasting  obligation  to  your  friendship  and  advice." 

This  time  of  ripeness  and  mellowness  in  a  child  is 
often  as  brief  as  the  same  stage  in  a  pear.  Approach 
him  too  early  with  moral  counsel,  and  his  heart  is  as  hard 
as  a  stone.  Approach  him  after  the  period  of  mellow 
ripeness  is  passed,  and  you  find  not  hardness  and  indif- 
ference any  more,  but  what  is  worse,  the  rot  of  conceit,  and 
the  affectation  of  hypocrisy.  The  tact  and  discernment  to 
see  just  when  the  child  is  ripe  for  a  particular  line  of 


56  EDUCATIONAL    CONVENTION, 

moral  impression  is  the  fine  art  of  moral  education  and 
influence. 

Now  is  it  not  clear  that  to  discern  the  critical  time  of 
peculiar  ripeness  for  an  impulse  in  the  ways  of  wisdom 
and  life  the  teacher  must  be  near  to  the  boy,  must  know 
him  outside  of  the  recitation  room,  must  be  in  familiar 
contact  with  him  ?  Surely  at  such  a  time  the  personality 
of  a  teacher  and  the  degree  to  which  he  brings  it  to  bear 
on  a  child  makes  all  the  difference  in  the  world  as  to  what 
the  after  life  of  that  child  will  be.  The  highest  ideal  of  the 
teacher's  work  is  not  reached  without  this  personal  contact. 
I  think  we  shall  all  agree  with  the  assertion  that  no 
teacher  comprehends  his  work ;  no  educator  rises  to  the 
height  of  his  mission  who  does  not  perceive,  who  does  not 
feel,  that  his  first  and  most  sacred  duty  is  to  promote  good 
character.  Into  this  undertaking  he  is  to  throw  his  very 
life.  He  is  to  make  it  impossible  for  any  soul  to  go  out 
from  his  charge,  without  knowing  that  goodness  is  truest 
greatness.  Not  only  to  know  truth,  but  to  be  true,  to  be 
genuine,  to  be  of  use  in  the  world — that  is,  the  high 
ultimate  object  of  all  education. 

The  teacher,  who  would  inspire  his  scholars,  must  be 
able  to  say  in  some  measure  what  only  He  has  been  able 
to  say  in  its  fulness:  "I  am  the  truth."  If,  as  Mrs. 
Browning  says,  "  it  takes  a  soul  to  move  a  body,"  it  must 
surely  take  a  soul  to  move  a  soul,  and  the  two  souls  must 
touch. 


CONGREGATIONAL    CHURCHES.  57 

THE  BIBLE  IN  THE  CURRICULUM  OF  THE 
CHRISTIAN   COLLEGE. 

REV.  F.  N.  MERRIAM,  VENTURA. 

In  the  ten  minutes  allowed  me  to  emphasize  this 
topic,  I  shall  make  two  propositions.  First,  the  Christian 
College  demands  the  Bible ;  and  second,  the  Bible 
demands  the  College. 

The  first  cannot  mean  that  the  institutions  known  as 
Christian  Colleges  are  calling  for  the  Book  to  be  placed 
in  their  course  of  study,  for  such  is  not  the  case  ;  but, 
that  the  Christian  College  by  virtue  of  its  title,  ought  to 
demand  the  Bible  as  a  text  book — that  its  name  does 
demand  it.  When  we  speak  of  institutions  like  Yale  and 
Williams  as  ''Christian,"  we  mean  a  great  deal.  Such 
Colleges  are  Christian  because  founded  and  conducted 
under  Christian  auspices,  and  because  possessing,  to  a 
large  degree,  a  religious  atmosphere  and  Christian  charac- 
ter. But  in  the  courses  of  study  prescribed  by  these 
institutions  with  much  admirable  equipment  for  work  in 
language  and  literature,  history  and  philosophy,  mathe- 
matics and  the  various  sciences,  there  has  not  been  equip- 
ment sufficiently  admirable  for  distinctively  Christian 
Education. 

The  name  "Christian"  when  applied  to  a  college 
should  characterize  its  class-room.  The  instruction  of  a 
Christian  College  is  bound  to  differ  in  some  way  from 
that  of  a  purely  secular  institution.  We  are  met  here  now 
to  compose  a  convention  of  Christian  Education.  In  order 
to  be  true  to  the  name  of  Christ,  we  are  bound  to  take  a 
Christian  point  of  view  in  education.  If  chemists  and 


58  EDUCATIONAL  CONVENTION, 

physicists  and  mathematicians,  we  believe  that  God  has 
weighed  the  hills  and  measured  the  waters ;  if  geologists 
and  astronomers,  we  believe  that  God  created  the  heavens 
and  the  earth  and  wrought  out  the  host  of  stars  by  number 
and  set  them  in  array ;  if  historians,  we  believe  in  the 
great  providence  of  God  and  the  periods  of  history 
designated  as  "  Before  Christ"  and  "In  the  year  of  our 
Lord  "  are  colored  throughout  by  the  thought  of  the  great 
historic  figure  of  Jesus  Christ.  If  we  are  philosophers,  we 
must  be  clothed  with  an  intellectual  humility  because  of 
human  limitations  and  liability  to  error.  In  a  purely 
intellectual,  as  well  as  moral  sense,  God's  thoughts  are 
higher  than  our  thoughts,  as  heaven  is  higher  than  earth. 
The  earth  is  God's  foot-stool,  and  all  the  schools  and 
school  men  of  the  world  should  study  at  the  feet  of  God. 
Now  if  we  be  Christians  in  education,  it  should  need  no 
argument  to  show  that  we  must  give  prominence  to  the 
Bible.  When  we  are  reminded  of  the  vital  relation 
between  this  book  and  Christianity,  we  ought  to  blush  for 
the  College  man's  ignorance  of  the  word  of  God.  Every 
graduate  of  a  Christian  College  and  man  of  liberal  Chris- 
tian education,  ought  to  know  the  general  contents  of  the 
Bible,  and  be  filled  with  a  profound  respect  for  it.  The 
great  Bible  idea  ought  to  seem  vast  in  his  eyes  according 
to  its  true  proportions.  In  the  name  of  young  men  and 
young  women,  I  appeal  for  the  Bible's  place  in  the 
curriculum  of  a  Christian  College.  The  church  must 
answer,  for  the  secular  institution  gives  no  response.  I 
appeal  to  Christian  schoolmen,  not  even  asking  advice  of 
the  special  scientists,  religiously  skeptical,  however 
efficient.  The  unspiritual  mathematician,  the  material- 


CONGREGATIONAL    CHURCHES.  59 

istic  chemist,  the  rationalistic  philosopher,  however  capa- 
ble, cannot  advise  us,  and  however  influential  must  not 
influence  us.  They  shall  not  voice  our  decision.  Chris- 
tians, Christian  scholars,  must  answer  and  without  fear  of 
opposing  majorities  and  shame  for  minorities,  tell  us  if  a 
College  to  be  thoroughly  Christian  shall  not  give  high 
recognition  to  the  Bible  in  its  course  of  study. 

My  second  proposition  is  that  the  Bible  demands 
the  College.  It  is  a  book  so  rich  and  varied  in  its  con- 
tents, so  large  in  its  scope,  so  dignified  in  its  nature  and 
so  closely  allied  to  the  wellfare  of  men  as  to  demand  the 
scholarly  treatment  which  the  College  can  give  it. 

Sunday  schools,  Bible  training  classes,  correspond- 
ence and  Summer  Institutes,  all  such  movements,  are 
excellent,  but  they  express  a  prevalent  need  which  our 
College  should  recognize  and  endeavor  to  supply.  In  the 
terrific  revulsion  from  Book  worship  there  has  been  the 
awful  tendency  of  closing  the  Book  forever,  and  the 
church  today  is  wrestling  with  these  two  extremes.  This 
wrestling  is  made  on  College  ground.  To  give  the  Bible 
prominent  scholarly  treatment  in  the  curriculum,  will 
prove  a  skillful  move  on  the  part  of  the  Christian  College 
in  its  contest  with  either  foe.  On  the  one  hand  it  would 
command  the  intellectual  respect  ot  the  students  for  the 
Bible,  and  on  the  other  remove  the  false  idea  of  mere 
devotion,  pietistic  charm,  and  cant  that  is  apt  to  be  asso- 
ciated with  the  morocco-covered,  silk-sewed,  sacred  Book. 
It  would  remove  this  false  idea  and  at  the  same  time  make 
them  reverence  and  love  the  Word  of  God. 

This  move  should  be  made.  The  college  should  give 
the  Bible  the  time  and  attention  that  is  due.  The  time 


60  EDUCATIONAL  CONVENTION, 

will  necessarily  be  limited  because  of  the  claim  of  the 
various  branches  of  other  work  by  no  means  to  be 
neglected.  But  as  much  time  as  possible  should  be 
allowed  for  the  purpose  of  teaching  the  general  contents  of 
the  Bible  that  the  students  may  possess  as  many  Biblical 
facts  as  possible.  The  study  would  be  varied  according 
as  Scriptural  contents  vary,  and  the  time  allotted  would 
therefore  be  distributed  through  the  course.  Here  portions 
of  the  Book  should  be  studied  as  history ;  there  as  litera- 
ture ;  here  again  in  the  department  of  linguistics,  and 
there  again  for  Ethics  and  Religion. 

Herbert  Spencer  ("Education")  has  ridiculed  the 
false  notion  of  education  that  is  shown  in  taking  up  studies 
without  a  view  to  their  utility.  He  never  dreamed  of 
being  quoted  in  support  of  placing  the  Bible  in  the 
curriculum  of  a  Christian  College,  but  his  idea  does 
argue  for  what  this  paper  has  to  say.  There  is  a  practical 
use  to  be  made  of  one's  knowledge  of  the  Bible  and  the 
more  complete  that  knowledge,  the  greater  its  utility.  A 
moment  ago  I  suggested  that  the  Book  should  be  studied 
in  five  ways  in  the  regular  course,  side  by  side  with  other 
subjects.  The  rich  literature  of  the  Old  and  New  Testa- 
ments will  repay  careful  study.  No  lover  of  literature 
should  miss  such  songs  as  the  Hebrew  sang,  or  such  a 
classic  as  that  sent  in  a  letter  to  Corinth  upon  the  high 
theme  called  by  Paul  then  and  Drummond  now,  "  The 
Greatest  Thing  in  the  World." 

Considerable  is  made  in  College  of  Linguistics  and 
rightly  so.  In  this  department  more  could  be  profitably 
made  of  the  Hebrew  and  New  Testament  Greek  than  at 
present.  Beyond  the  philological  value,  there  inheres  the 


CONGREGATIONAL    CHURCHES.  6 1 

additional  value  of  their  being  the  chosen  tongues  that 
have  spoken  to  the  world  the  oracles  of  God.  Hebrew 
should  be  more  than  "optional,"  designed  for  men 
headed  for  theological  training.  It  can  afford  discipline  of 
mind  just  as  well  as  other  languages  and  in  a  Christian's 
view  of  linguistics,  Hebrew  is  the  important  language 
because  the  speech  of  Moses  and  Samuel  and  Isaiah. 
Here  I  might  raise  the  question  of  a  loved  and  honored 
teacher,  "  Why  should  not  college  boys  read  Christian 
authors,  Greek  and  Latin,  as  well  as  pagan  ones.  Not  to 
the  exclusion  of  the  latter,  but  to  a  balance  between  the 
two?"  Is  there  any  good  answer?  There  would  result 
indirect  Christian  influences  from  the  reading  of  Christian 
authors  that  are  not  to  be  disregarded.  While  assisting 
the  librarian  in  Hartford  Seminary,  carrying  old  volumes 
from  one  place  to  another,  I  was  led  to  look  into  one  book, 
because  it  was  so  torn  and  old.  The  examination  was 
over  in  a  moment,  and  the  little  volume  was  on  the  shelf 
again,  but  in  that  moment  I  had  caught  the  opening  of  a 
Latin  prayer:  "O  Domine  Jesu  quamvis  indignus." 
Through  all  the  week  that  followed  and  to  this  day  I  seem 
to  see  that  page  and  to  hear  a  voice  from  the  ages  past, 
praying  to  my  Lord  and  confessing  the  same  unworthiness 
that  I  feel  today.  The  incident  does  not  argue  much,  but 
I  know  that  it  did  me  more  good  than  all  the  "O  Jupiters" 
and  addresses  to  pagan  divinities  that  I  have  read  in 
classic  Latin.  It  does  seem  that  our  Christian  Colleges 
could  utilize  Christian  authors  as  well  as  pagan  ones. 

But  think  of  Bible  history.  From  the  Christian  point 
of  view,  or  from  any  point  of  view,  what  phase  of  the 
world's  history  is  more  important  than  the  grand  move- 


62  EDUCATIONAL  CONVENTION, 

ment  of  the  Jewish  people  from  Sinai  to  Calvary?  What 
more  suggestive  than  a  familiar  knowledge  of  Jewish 
history?  Here,  under  the  power  of  Egypt,  a  thousand 
years  later  under  the  power  of  Babylon,  and  at  the  begin- 
ing  of  our  era,  under  the  Roman  dominion,  the  Jewish 
people  under  the  hand  of  God  were  ever  touching  the 
nations  of  the  orient  so  that  the  student  of  Biblical  history 
has  a  rich  field  ever  widening  for  research. 

And  there  are  the  great  subjects  of  Religion  and 
Ethics.  I  have  not  time  to  more  than  mention  them  now ; 
but  if  our  education  is  to  deal  with  the  heart  and  conduct 
of  men,  as  well  as  the  head,  the  Ethics  of  the  Bible  should 
be  taught.  Biblical  Ethics  apply  to  all  men.  And  if 
the  Christian  College  is  to  be  loyal  to  truth  and  consist- 
ent to  its  name,  the  religion  of  the  Bible  should  be  taught. 
It  is  the  true  religion  for  all  men. 

In  conclusion  this  is  my  thought,  that  we  must  always 
and  everywhere  be  religious  and  spiritual ;  spiritual  in 
living,  spiritual  in  thinking,  spiritual  in  teaching.  It  is 
this  spiritual  motive  that  will  give  large  place  to  the 
Bible  in  the  curriculum  of  the  Christian  College. 


THE  REVIVAL  OF  BIBLE  STUDY. 
PROF.  C.  B.  SUMNER,  CLAREMONT. 

Why  introduce  the  Bible  as  a  text-book  into  the  day 
school  ?  Why  turn  the  college  into  a  Sunday  school  ?  Not 
many  years  ago  these  questions  would  instantly  have 
flashed  upon  our  minds,  on  seeing  the  subject  of  Bible 
study  on  the  program  of  an  educational  convention.  The 
movement  in  this  direction  in  educational  centers,  how- 


CONGREGATIONAL    CHURCHES.  63 

ever  apparent  twenty  years  since,  has  been  gathering 
momentum,  until  it  begins  to  be  felt  to  the  extremeties  of 
the  body  politic.  Unwonted  as  has  been  the  quicken- 
ing of  thought  in  all  scientific  lines,  without  a  doubt,  this 
quickening  has  been  out  of  all  proportion,  in  the  number 
of  trained  minds,  and  the  high  order  of  talent  that  has 
been  engaged,  in  the  science  of  textual  criticism  and  in- 
terpretation, in  the  history  of  the  Jews  and  nations  in  con- 
tact with  them,  in  the  study  of  the  Semitic  languages,  in 
the  interpretation  of  hieroglyphics,  cuneiform  inscriptions, 
and  other  monuments  of  the  past,  in  the  study  of  ancient 
geography,  and  the  exploration  of  very  early  cities  and 
temples,  all  centering  in  the  Bible.  The  results  of  these 
labors  have  been  little  short  of  the  marvelous,  attracting 
and  fixing  the  attention  of  the  reading  world.  So  many 
commanding  minds  busied  with  such  high  and  kindred 
themes,  so  prolific  in  revelations,  and  publishing  so  abund- 
antly, and  in  so  interesting  and  fascinating  a  manner, 
could  not  fail  to  awaken  deep  interest  on  the  part  of 
students.  This  interest  has  become  intelligent  enough  to 
discover  a  new  meaning  in  Bible  study.  It  is  found  that 
even  for  the  best  effect  devotionally,  the  study  must  be 
carried  on,  not  in  fragmentary  portions,  primarily  for 
spiritual  lessons,  but  as  an  intellectual  exercise,  thor- 
oughly, linguistically,  historically,  scientifically,  with  all 
the  side-lights,  and  last,  but  not  least,  as  the  one  wonderful 
blessed  revelation  of  God. 

Under  this  flood  of  light  from  so  many  directions, 
and  such  severe  tests  of  knowledge,  we  are  pushed  to  the 
study  of  the  Bible  by  the  almost  irresistible  momentum  of 
the  times.  One  of  the  facts  disclosed,  pressing  us  to 


64  EDUCATIONAL  CONVENTION, 

provide  for  this  study  in  our  colleges,  is  the  ignorance 
of  the  Bible  among  educated  people.  It  is  a  recog- 
nized fact,  that  the  average  graduate  is  profundly 
ignorant  of  the  Bible,  its  books,  their  authors,  their 
setting  in  history,  the  light  which  modern  discovery 
is  throwing  upon  it,  its  geography,  its  remarkable  litera- 
ture, its  record  of  human  progress,  and  of  a  progressive 
revelation.  They  have  studied  it,  if  at  all,  only  piece- 
meal, for  spiritual  profit,  and  have  no  conception  of  its 
many  intellectual  lessons,  and  its  inspiration  and  uplift, 
when  taken  by  sections  and  books,  and  periods,  and  by  its 
whole,  so  varied  and  multiform  in  its  authorship,  so  diver- 
gent in  the  immediate  purposes  served,  covering  so  vast  a 
period  of  time,  and  yet  so  single  and  so  mighty  in  its  im- 
pression. This  anomaly  is  not  easily  explained,  unless 
the  responsibility  rests  on  our  educational  institutions, 
that  the  Book  of  books,  more  widely  circulated  and  read, 
honored  and  felt  by  all  classes  of  society,  of  more  value 
as  a  source  of  history,  literature,  political,  social  and 
moral  science,  and  philosophy,  than  any  other  book  in  the 
world,  as  well  as  the  record  of  God's  revelation,  and  his 
salvation,  is  less  intelligently  and  thoroughly  understood 
by  educated  men  and  women  than  the  prominent  literary 
works  in  either  the  living  or  the  dead  languages.  Profes- 
sor Burroughs,  of  Amherst,  does  not  hesitate  to  say,  speak- 
ing of  the  graduate  who  has  been  thus  educated  in  other 
literature  but  not  in  the  Bible,  "  Indeed  it  is  often  quite 
true  that  his  Bible  would  be  worth  more  to  him  if  he  were 
not  educated."  This  recalls  Luther's  declaration,  "I 
fear  that  the  universities  will  prove  a  great  gateway  to  hell 
unless  the  professors  therein  labor  faithfully  in  the  word 


CONGREGATIONAL    CHURCHES.  65 

of  God."  President  Wm.  R.  Harper,  than  whom  no 
man  knows  more  of  student  life,  says,  "  The  ignorance  of 
the  Bible  among  intelligent  young  men  would  be  amusing 
were  it  not  most  shameful." 

The  study  of  the  Bible  presses  upon  us  also,  because 
the  average  student,  ignorant  of  it  as  he  is,  must  study  it, 
if  at  all,  in  college.  Amazing  as  it  seems,  this  is  an 
accepted  truth,  even  with  Christian  students,  by  those  who 
have  given  the  matter  their  attention.  When,  think  you, 
will  he  study  it?  How  often  does  one,  in  the  rush  and 
worry  of  professional  or  business  life,  with  all  the  claims 
of  church,  society,  general  literature  and  politics,  take  up 
any  intellectual  study  to  which  he  has  before  given  no 
study?  It  goes  for  the  saying,  that  to  this  same  average 
student,  Christian  though  he  be,  the  Bible  is  to  be,  as 
Professor  Burroughs  has  put  it,  "  throughout  his  future  a 
sealed  book  intellectually,  and  very  largely  a  sealed  book 
devotionally."  Can  a  college  afford  to  send  men  and 
women  out  into  the  world  with  such  a  future  ?  The  study 
of  the  Bible  is  further  pressed  upon  us  because  it  is  not 
only  fitting  that  the  Bible  be  used  as  a  text-book,  but  it  is 
unreasonable  and  anomalous  that  it  is  not  so  used.  u  The 
study  of  the  Bible,"  writes  Ex-President  Seeley,  "  is  the 
most  interesting  of  all  studies,  and  the  most  important. 
Whatever  we  may  think  of  its  origin,  or  its  contents,  no 
other  book  has  had  such  wide  relations  to  the  history  of 
mankind,  and,  judging  from  its  effects  alone,  no  other 
book  has  such  power  to  stimulate  thought,  and  to  dis- 
cipline thought."  We  wisely  study  Heroditus,  the  father 
of  history,  and  Tacitus  and  Livy ;  have  we  not  as  much 
reason  to  study  the  books  of  the  Bible,  the  fountain  heads 


66  EDUCATIONAL  CONVENTION, 

of  history?  Where,  too,  is  the  philosophy  of  history  so 
admirably  drawn  out  as  in  the  Old  Testament  prophets, 
the  gospels  and  epistles  of  the  New  Testament?  Every 
good  lawyer  studies  English  common  law  and  old  Roman 
law;  will  he  pass  by  God's  law  as  handed  down  through 
Moses,  whence  the  most  valuable  principles  of  English 
common  law  and  Roman  law  were  derived?  Daniel 
Webster  said,  "  I  have  read  the  Bible  through  many 
times.  It  is  the  book  of  all  others  for  lawyers."  Every 
scholar  becomes  familiar  with  Caesar's  Commentaries.  Is 
there  nothing  of  interest  and  inspiration  in  Joshua  ?  Shall 
we  read  Homer,  Virgil,  Milton,  and  not  read  Job,  David, 
Isaiah?"  "There  are  no  songs,"  said  Milton,  "compara- 
ble to  the  songs  of  Zion,  no  orations  equal  to  those  of  the 
prophets."  "  Simply  for  its  literature,"  wrote  Henry  M. 
Field,  "  apart  from  its  moral  teachings  it  (the  Bible)  is 
immeasurably  superior  to  any  other  book  antiquity  has 
left  us."  "As  a  classic,"  wrote  another  able  editor, 
"  the  Bible  is  wholly  unapproachable  by  another."  *  *  * 
"I  hold  it  to  be  impossible  for  a  writer  or  speaker  to 
attain  his  best,  or  even  any  considerable  eminence  without 
it."  We  insist  on  our  students  pondering  over  the  history 
of  modern  and  ancient  nations  in  the  interest  of  political 
science.  Is  there  nothing  to  be  learned  from  the  Hebrew 
theocracy?  Dr.  Abbott  says,  "It  seems  to  me  an  absurd 
anomaly  that  a  man  should  come  out  of  college,  sup- 
posed to  have  a  liberal  education,  and  know  about  Greek 
and  Latin  history,  whose  relations  to  American  life  and 
institutions  is  measurably  remote,  and  know  nothing  about 
Hebrew  history,  whose  relation  to  American  life  and 
thought  is  very  direct."  Will  any  one  question  whence 


CONGREGATIONAL    CHURCHES.  67 

Savonarola,  Luther,  Calvin,  William  Prince  of  Orange, 
John  Knox,  John  Robinson,  Abraham  Lincoln,  drew  their 
wisdom,  their  inspiration! 

Sociological  questions  command  increasing  attention. 
Are  we  not  forced  to  the  Bible  for  the  data  on  which  to 
study  this  science  for  the  first  four  thousand  years  of  the 
world's  progress?  But  apart  from  the  sources  of  informa- 
tion, where  can  we  find  such  perfect  idyls,  such  expressive 
bits  of  family  life,  such  revelations  of  the  individual  soul, 
by  which  we  may  study  the  springs  of  human  society,  with 
reference  to  prosperity  and  adversity,  happiness  and 
misery,  as  well  as  the  great  principles  of  right  and  wrong  ? 
Is  not  President  Carter  correct?  "The  people  from  whose 
moral  and  religious  reservoir  all  the  world  has  drawn  the 
tonic  of  daily  social  life,  is  worthy  in  its  origin  and  history, 
in  its  ritual  and  its  literature,  of  study  in  the  college 
course.'' 

It  is  essential  that  the  student  should  be  acquainted 
with  the  teachings  of  Plato,  Aristole,  Cicero,  Sir  Wm. 
Hamilton,  John  Stuart  Mill.  Is  there  not  philosophy 
equally  profound  in  Solomon,  Isaiah,  Micah,  John,  Paul, 
and  most  of  all  in  Jesus,  the  Christ?  "We  count  the 
Scriptures  of  God,"  declared  Newton,  "to  be  the  most 
sublime  philosophy."  On  listening  to  the  reading  of  the 
fourth  chapter  of  the  first  Epistle  of  John,  Ex-President 
Mark  Hopkins  exclaimed,  "  There  is  more  in  that  chapter 
than  in  all  the  philosophy  of  the  ancient  world." 

The  grand  distinguishing  character  of  the  Bible,  as 
the  record  of  God's  revelation,  redemption  from  sin,  and 
restoration  to  the  favor  and  fellowship  of  himself,  urging 
us  to  Bible  study,  is  yet  untouched.  Will  an  unprejudiced 


68  EDUCATIONAL  CONVENTION, 

man  hesitate  to  give  a  large  place  to  its  claim  in  this 
respect  ?  Surely  in  this  land  where  one-third  of  the  voters 
are  church  members,  and  enough  of  the  others,  according 
to  Joseph  Cook,  sympathize  with  them  to  insure  their  vote 
on  great  moral  questions,  the  Bible  does  not  count  for  less 
than  Confucius  to  the  Chinese,  the  Zendavesta  to  the 
Parsee,  the  Vedas  to  the  Hindoo,  and  the  Koran  to  the 
Mohammedan. 

These  and  like  reasons  have  pressed  so  strongly  that 
at  length  we  recognize  a  widespread  demand,  which  is  fast 
becoming  irresistible,  to  make  the  Bible  a  text-book  with 
its  allotment  of  time  and  hard  work  in  our  colleges.  What 
means  this  body  of  students,  numbering  into  the  thousands 
drawn  from  nearly  every  college  in  our  land,  with  many 
more  from  the  oldest  institutions  in  other  lands,  voluntarily 
associated  for  Bible  study?  The  character,  as  well  as  the 
number  of  these  students  gives  strength  to  the  movement. 
Through  its  influence,  the  request  has  come  from  the 
students  themselves  that  thorough  study  of  the  Bible  be 
provided  for  in  the  curriculum.  The  Amherst  Literary 
Magazine  says,  editorily,  "  We  believe  we  voice  the  senti- 
ment of  the  student  body  in  directing  attention  to  this 
need.  We  claim  that  every  well  educated  man  should  be 
acquainted  with  the  facts  and  proofs  of  Christianity." 
Truly  the  students  and  our  leading  educators  are  at  one. 
Hear  President  Bartlett,  "It  is  a  book  too  centrally  and 
vitally  related  to  history,  literature  and  civilization  to  be 
omitted  from  a  course  of  liberal  education."  And  Presi- 
dent Knox,  "  Surely  in  this  day,  when  as  never  before, 
the  public  mind  is  concerned  with  the  history  and  contents 
of  the  Bible,  no  one  can  be  considered  educated  who  has 


CONGREGATIONAL    CHURCHES.  69 

not  a  somewhat  full  knowledge  of  the  subjects  directly 
and  indirectly  suggested  by  the  sacred  volume.'*  Some 
of  our  foremost  Eastern  colleges  have  yielded  to  the 
demand  and  provided  for  this  study  in  their  curriculum, 
and  in  their  libraries.  Pomona  College  has  felt  the 
demand  and  has  begun  systematic  work  in  the  line  of  Bible 
study  with  all  its  pupils  and  is  already  placing  valuable 
books  of  reference  in  this  department  upon  its  library 
shelves.  Far  more  work  must  be  done  in  the  near  future, 
if  we  make  Pomona  College  a  worthy  tribute  to  Christian 
civilization  upon  the  Pacific  Coast. 


THE  NECESSITY  OF  PROMOTING  CHRIS- 
TIAN  EDUCATION  BY  PRIVATE  BE- 
NEVOLENCE— NOT  A  DISADVANTAGE. 

REV.  A.  E.  TRACY,  ONTARIO. 

It  is  conceded  by  all  that  the  State  cannot  give  us  a 
Christian  education.  Why  it  cannot,  we  need  not  now 
consider.  We  are  met  with  the  fact.  If  then  we  are  to 
have  Christian  education,  it  must  be  by  means  of  schools 
established  and  sustained  by  private  benevolence.  The 
subject,  as  worded  on  our  program,  indicates  that  there 
are  disadvantages,  or  at  least  seeming  disadvantages,  in 
this  fact.  I  am  to  attempt  to  show  that  this  seeming  is  not 
real.  I  have  time  to  name  and  reply  to  only  four  of  these 
apparent  disadvantages. 


70  EDUCATIONAL  CONVENTION, 

i st.  "  There  are  so  many  and  so  loud  demands  ior 
the  money  of  Christian  people  that  it  is  a  pity  to  have  so 
much  of  it  turned  into  these  educational  channels.  If  the 
millions  of  dollars  expended  in  Christian  education  could 
be  put  into  evangelistic  and  missionary  work,  the  Kingdom 
of  God  could  be  hastened  more  rapidly."  It  would  at 
first  seem  a  real  gain  if  the  State  would  give  us  what  now 
is  had  by  the  generosity  of  individuals,  thus  releasing  great 
sums  of  money  for  gospel  work.  But  there  is  a  com- 
pensation. Gifts  to  our  colleges,  especially  small  gifts, 
mean  sympathy,  prayer,  interest  in  their  success.  An 
atmosphere  of  Christian  devotion,  sacrifice  and  service,  is 
created  in  which  the  noblest,  truest  manhood  is  likely  to 
develop.  The  difference  in  the  influence  of  a  school 
cared  for  by  a  legislature,  or  even  a  single  great  donor, 
and  one  held  in  loving  remembrance  by  a  multitude  of 
true,  praying  ones  can  scarcely  be  less  than  that  on  a  child 
cared  for  by  a  hired  nurse,  and  one  to  whom  a  devoted, 
wise  mother  gives  the  fullness  of  her  love,  wisdom  and 
prayers.  Note  the  atmosphere  of  Amherst,  Williams, 
Beloit  and  Grinnell,  and  superlatively  Oberlin.  It  can 
largely  be  accounted  for  by  the  lives  built  into  these 
colleges,  lives  of  donors,  as  well  as  teachers. 

2nd.  "  As  a  rule,  colleges  dependent  on  private 
benevolence,  lack  complete  equipment,  cannot  have  the 
fine  buildings,  apparatus,  and  all  things  needful  to  the 
best  work  and  broadest  culture.'*  We  are  in  danger  of 
setting  too  high  an  estimate  on  externals  as  essential  to  a 
full  education.  The  tendency  is  to  try  to  draw  students 
by  the  appliances  helpful  in  education,  rather  than  by  the 
personality  and  educating  power  of  the  teachers.  I  think 


CONGREGATIONAL    CHURCHES.  71 

an  unbiased  investigation  would  show  that  Christian 
Colleges  have  had  a  larger  proportion  of  teachers  who 
were  fitted  to  mold  characters,  who  counted  it  a  large  part 
of  their  work  to  do  this,  than  State  Institutions.  These 
Colleges  have  been  really  better  equipped  for  work  than 
some  great  institutions  with  large  sums  of  money  to  ex- 
pend for  apparatus.  There  is  a  reason  for  this  superiority 
in  the  personnel  of  the  faculty  in  a  Christian  college.  They 
have  accepted  positions  in  them  because  of  the  opportu- 
nity for  doing  an  important  work ;  the  pay,  the  chance  for 
original  work,  has  not  attracted  them,  but  the  possibilities 
of  usefulness.  Such  characters  mold  others  to  a  like 
spirit  of  devotion  to  high  ends. 

3rd.  "  To  depend  on  charity  fosters  a  pauper  spirit. 
The  student  is  continually  reminded  that  he  is  receiving 
something  for  which  he  does  not  pay ;  his  education  is 
made  possible  by  the  gift  of  those  upon  whom  he  has  no 
claim/' 

A  sufficient  reply  to  this  objection  is  an  appeal  to 
facts.  Where  can  you  find  men  of  more  manly,  independ- 
ent spirit,  than  among  the  graduates  of  Christian  Colleges  ? 
The  spirit  of  self-help  and  reliance  on  their  own  powers  is 
marked.  Because  they  have  received  something  so  prec- 
ious that  many  have  gladly  sacrificed  to  give  it  them,  they 
feel  the  obligation  to  make  their  education  of  greatest  use 
to  the  world.  Personal  honor  is  appealed  to  more  strongly 
than  where  the  State  has  educated. 

4th.  "  A  college  dependent  on  private  benevolence 
must  keep  its  president  or  financial  agent  in  the  field,  and 
so  the  college  is  viewed  in  the  light  of  a  beggar." 

This  may  be  a  disadvantage  to   the  man,   but  not  to 


72  EDUCATIONAL  CONVENTION, 

the  public.  We  must  get  above  the  thought  that  it  is  a 
necessity  to  be  regretted  that  the  needs  of  the  world  must 
be  kept  continually  before  the  people.  A  good  college 
agent  or  president  is  an  educational  force.  He  gives  the 
people  a  better  understanding  of  the  possibilities  open  to 
the  church  through  her  educated  youth.  I  do  not  believe 
there  is  a  church  in  Southern  California  where  the  Presi- 
dent of  our  College  has  spoken,  that  has  not  been  bene- 
fitted  by  it.  The  minds  of  the  people  are  drawn  toward 
the  college,  and  they  begin  to  talk  of  the  possibility  of 
sending  their  sons  and  daughters.  Thus  the  influence  and 
good  of  the  college  endures.  As  well  count  it  a  disadvan- 
tage that  our  Missionary  Societies  keep  representatives 
from  the  field  among  the  churches  to  inform  and  inspire 
them  as  to  the  work  doing,  and  to  be  done.  The  more 
closely  the  homes,  the  churches  and  the  college  are 
.linked  together  the  better.  The  college  must  be  taken 
into  our  closets,  remembered  at  our  family  altars,  in  the 
public  worship.  The  churches  are  to  be  its  feeders,  both 
with  students  and  money;  in  return  it  will  lift  the  standard 
of  true  manhood  before  the  youth  in  our  congregations, 
and  become  an  inspiration  to  the  intellectual  and  spiritual 
life  of  all  our  communities. 


CONGREGATIONAL    CHURCHES.  73 

PECULIAR     CONDITIONS     IN     SOUTHERN 

CALIFORNIA    WHICH    MAKE    SPECIAL 

DEMANDS  UPON  POMONA  COLLEGE. 

REV.  T.  C.  HUNT,  RIVERSIDE. 

The  time  was  when,  if  a  man  desired  to  come  to 
California,  the  thing  to  do  was  to  get  a  good  team  of  oxen 
or  mules,  a  strong  wagon,  load  it  with  provisions  and  join 
a  caravan,  creeping  over  plains  and  mountain  fastnesses 
till  the  welcome  breakers  of  the  proud  Pacific  should 
greet  his  weary  eyes. 

You  and  I  did  not  come  in  that  way ;  and  considering 
the  time  when  we  did  come,  and  our  purpose  in  coming, 
we  should  not  have  been  counted  wise  if  we  had.  If  I 
know  the^  difference  between  success  and  failure  in  indivi- 
dual life,  or  in  that  of  any  corporate  body,  it  depends  on 
hardly  more  than  two  principles ;  adaptation  and  applica- 
tion. Adaptation  comes  first ;  for,  figuratively  speaking, 
men  often  show  a  deal  of  energy  in  butting  their  heads 
against  a  wall,  but  their  effort  is  never  attended  with  any 
worthy  success.  We  are  striving  to  build  a  college,  what 
are  the  peculiar  conditions  to  which  we  must  adapt  our- 
selves, if  we  would  have  our  effort  issue  in  worthy  success  ? 

i st.  We  live  in  a  region  where  population  is  to  be 
grouped  in  dense  settlements ;  holdings  for  those  engaged 
in  agriculture  are  to  be  small ;  all  the  people  are  to  enjoy 
most  of  the  privileges  usually  enjoyed  only  by  those  in 
cities  or  large  towns  in  the  East.  Our  system  of  water 
supply  and  kinds  of  produce  we  raise,  render  this  state- 
ment self-evident. 


74  EDUCATIONAL  CONVENTION, 

2d.  We  live  in  an  age  when  no  father  can  render  a 
just  account  for  his  charge,  who  does  not  provide  for  each 
of  his  children,  at  least  so  much  education  as  may  be 
gotten  in  a  good  high  school.  Great  misfortune  or 
extreme  sickness  alone  can  excuse  a  father  for  allowing  a 
child  to  enter  any  calling  of  life  without  so  much  of 
opportunity ;  he  cannot  render  his  account  as  a  good 
citizen  of  this  Republic,  nor  can  he  command  the  respect 
of  his  children,  in  this  day  and  age  of  the  world,  if  he 
does  not  provide  them  with  so  much  of  opportunity.  If 
children  are  reared  with  this  thought  held  constantly  before 
them,  that  till  they  have  so  much  of  study  they  can  hardly 
tell  what  they  are  good  for ;  if  this  expectation  on  the  part 
of  the  parent  is  impressed  from  early  life ;  it  will  be 
hardly  more  difficult  to  keep  the  great  body  of  children  at 
school  so  long,  than  to  keep  them  there  till  they  have 
learned  the  rule  of  "  Three." 

It  follows  then  that  every  settlement  in  Southern  Cali- 
fornia must  have  its  good  high  school ;  it  follows  then  that 
every  good  and  worthy  citizen  will  support  that  school  and 
do  all  he  can  to  make  it  what  it  should  be.  What  educa- 
tion we  count  necessary  for  all,  we  must  do  all  we  can  to 
place  within  the  easy  reach  of  all. 

To  my  mind  there  are  four  distinct  reasons  why  our 
college  must,  in  no  sense,  conflict  with,  or  even  compete 
with  the  high  school  system  in  this  part  of  the  country. 

i st.  If  we  take  our  children  from  these  high  schools 
and  place  them  where  we  imagine  they  will  do  better  and 
are  safer,  we  do  about  all  it  is  in  our  power  to  do  to 
weaken  the  schools  and  discourage  those  who  have  not  too 
much  encouragement  at  home.  Let  a  class  graduating 


CONGREGATIONAL    CHURCHES.  75 

from  the  grammar  school  find  many  of  its  members  going 
off,  and  those  who  cannot  go  will  be  sorely  tempted  to 
drop  out.  Let  the  class  try  to  go  on  bodily,  and  parents 
and  pupils  will  make  great  sacrifices  to  keep  the  class 
together,  and  make  it  the  best  the  school  has  ever  sent  out. 
Many,  having  completed  the  high  school  course,  will  then 
have  found  the  educational  instinct  and  ambition,  and 
cannot  be  prevented  from  going  farther.  Every  man  who 
has  ever  taught  will  feel  that  the  weight  of  this  argument 
in  favor  of  supporting  the  high  school  cannot  be 
exaggerated. 

2d.  If  we  take  our  children  from  these  schools  we 
lose  all  the  influence  we  might  have  to  mould  the  schools. 
There  is  no  more  forceful  argument  with  a  teacher  or  with 
a  school  board  than  "my  child  is  here,  and  nothing  but 
the  most  refined  morals  and  most  profound  respect  for 
religion  can  be  tolerated."  But  take  your  child  out,  and 
your  influence  is  largely  gone,  and  rightly  so.  This  loss 
the  ministers  and  laymen  of  our  churches  cannot  afford, 
unless  some  great  and  manifest  advantage  can  be  found, 
to  more  than  counterbalance.  Here  is  most  certainly  an 
obligation  to  Christian  civilization,  which  it  will  require 
the  largest  personal  advantage  to  overbalance. 

3rd.  If  a  college  is  to  fill  the  place  it  ought  to  fill, 
the  teachers  of  our  public  schools  must  be  its  friends. 
They  have  it  in  their  power  to  do  us  immense  good  or 
harm.  I  had  almost  said  that  they  have  our  success  or 
defeat  in  their  hands,  and  in  a  sense,  even  this  is  true. 
We  cannot  expect  them  to  be  our  friends  if  our  influence 
is  to  weaken  and  deplete  their  schools.  It  is  not  to  be 
supposed  that  any  one  will  work  in  a  school  that  he  does 


76  EDUCATIONAL  CONVENTION, 

not  believe  in ;  not  anyone  who  regards  his  life  of  worth. 
Such  an  one  will  not  favor  an  institution  whose  influence  is 
to  harm  a  system  of  schools,  trying  to  reach  the  great 
body  of  the  children  of  our  Commonwealth  with  some 
measure  of  higher  education. 

4th.  If  the  High  School  can  do  this  work,  we  will  not 
say  as  well,  but  with  a  fair  degree  of  efficiency,  and  reach 
a  far  larger  number  than  could  be  reached  by  "academies, 
or  fitting  schools,  our  plain  duty  is  to  the  High  School ;  if 
for  no  other  reason  to  save  benevolent  money,  for  distinc- 
tive Christian  work  which  the  State  can  never  do.  We, 
who  are  a  part  of  the  State,  supporting  it  and  deeply  in- 
terested in  it,  should  not  only  allow  the  State  to  do  all  it 
can,  but  should  encourge  the  State  in  every  way  to  do 
this. 

You  have  seen  the  words  of  Prof.  Northrop  to  this 
effect.  He  was  asked  how  we  are  to  keep  up  the  supply 
of  an  efficient  and  educated  ministry,  and  in  substance  he 
replied :  We  must  not  run  in  and  do  the  work  that  the 
State  can  do  equally  well,  but  reserve  our  means  and 
energies  for  that  work  which  is  our  peculiar  charge.  I 
firmly  believe  that  it  is  high  time  that  this  word  was  passed 
along  through  the  length  and  breadth  of  our  land.  Be- 
cause academies  were  once  the  thing  when  communities 
were  poorer,  and  the  population  more  scattered,  it  does 
not  follow  that  they  are  now  the  thing.  But  I  must  pause, 
I  am  speaking  particularly  of  Southern  California.  A  few 
objections  to  the  position  I  have  taken  are  worthy  of  note. 

i st.  "  The  moral  tone  of  these  schools  is  likely  to  be 
so  low  that  we  cannot  afford  to  risk  our  children."  Suppose 
the  moral  tone  is  not  the  best,  the  high  school  has  come  to 


CONGREGATIONAL    CHURCHES.  77 

stay  ;  shall  we  give  it  over  to  those  who  care  little  for  morals, 
and  such  as  are  obliged  to  patronize  them,  if  any  higher 
school  ?  A  little  study  would  show  that  this  would  be  a 
very  short  sighted  policy,  and  finally  put  the  Protestant 
church  about  where  the  Roman  church  now  stands,  in 
relation  to  High  schools,  at  least.  I  need  not  pause  to 
show  how  short  sighted  this  policy  would  be,  endangering 
the  morals  of  the  community  at  large,  and  finally  reacting 
on  us.  We  are  in  the  world,  it  is  wise  to  stay  with  it 
with  all  our  forces,  doing  what  we  may  to  mould  it.  But 
is  the  danger  so  great  after  all?  Our  children  still  under 
our  roofs  and  in  the  shadows  of  our  churches?  Who  has 
not  met  the  body  of  our  public  school  teachers,  and  felt 
that  a  nobler  body  of  men  and  women  could  not  be  found 
in  any  calling  or  profession.  Bad  ones  there  are,  no  doubt 
bad,  but  who  has  never  heard  of  a  bad  minister,  who,  in 
someway  held  his  ground.  How  careful  these  teachers 
commonly  are — how  little  chance  for  evil  communication, 
if  parents  are  equally  careful.  The  greatest  danger  comes 
before  the  children  reach  the  High  school  rather  than  after. 
Most  of  us  are  hardly  willing  to  allow  our  children  away 
from  home  till  they  are  old  enough  to  be  through  the 
High  school.  We  deserve  so  much  of  their  lives,  and 
when  they  go  away  to  school,  the  rule  is  that  the  home 
life  is  at  an  end. 

2nd.  The  standard  of  scholarship  is  too  low,  we  can 
not  build  the  college  we  would,  and  have  it  begin  where 
the  High  school  ends.  That  may  be.  I  would  have  a 
fitting  school  at  the  college  as  a  supplement  to  these  High 
schools,  at  least  for  the  present.  But  I  would  so  arrange 
the  course  of  study  that  it  would  fit  on  to  the  best  High 


78  EDUCATIONAL  CONVENTION, 

schools.  Some  may  say,  such  would  not  be  the  best 
college  course ;  but  we  are  not  working  for  that,  as  a  first 
requisite.  Solon,  after  ten  years  of  search  for  laws  for  the 
Commonwealth  he  loved,  is  said  to  have  returned  to  present 
them  for  adoption.  When  asked  in  surprise,  if  these 
were  the  best  laws  he  could  produce,  he  replied:  "  NoT 
but  these  are  the  best  laws  the  people  can  receive/'  So  I 
take  it  that  we  are  not  building  the  best  college  that  can 
be  built,  but  that  one  which  at  this  stage,  will  be  of  great- 
est service  to  the  civilization  which  it  is  supposed  to  serve. 
Thus,  and  thus  only,  can  we  prepare  for  the  college  we 
would  build,  if  the  people  are  not  now  prepared  for  it.  I 
would  make  the  curriculum  of  both  the  preparatory 
department  and  of  the  college,  with  an  eye  to  the  best 
High  schools  of  our  part  of  the  State. 

Perhaps  you  know  that  the  building  of  a  Christian 
college  in  Southern  California  is  no  less  a  grave  under- 
taking than  it  has  been  in  the  past.  Two  universities  we 
have,  with  practically  unlimited  resources,  men  from  each 
of  them,  several  times  a  year  looking  over  our  High 
schools.  They  are  able  to  present  inducements  to  students 
to  go  with  them,  and  they  are  not  slow  to  do  it.  They  are 
men  too,  of  practical  standing  and  ability ;  they  understand 
perfectly  the  importance  of  making  the  step  easy  from  the 
High  school  to  the  University.  They  are  anxious  to  raise 
the  standard,  but  careful  not  to  sever  the  connection.  The 
teachers  of  our  public  schools  are  their  friends,  and  under- 
stand the  advantages  they  present.  Who  of  our  pastors  in 
Southern  California  has  not  seen  students  go  to  those 
Universities  this  last  year  who,  they  felt,  would  have  been 
better  off  at  Pomona  College.  We  may  educate  the 


CONGREGATIONAL    CHURCHES.  79 

children  of  a  few  of  our  ministers  and  the  most  pious  of 
our  deacons,  we  may  educate  them  away  from  the  world, 
so  that  when  they  begin  life  they  will  find  it  impossible  to 
make  the  connection,  and  benefit  themselves  or  the  world, 
but  if  we  compete  with  these  other  schools  and  make 
toward  the  mark  we  have  set  for  ourselves,  just  now  we 
must  understand  it,  and  act  up  to  our  knowledge.  We 
must  have  the  wisdom  of  the  serpent,  with  the  harmless- 
ness  of  the  dove.  Without  adaptation  there  is  but  one 
end,  with  it  there  is  but  one:  They  are  the  antipodes  of 
each  other:  Failure!  Success! 


EDUCATION— PRACTICAL  AND  CHRISTIAN. 

REV.  THOMAS  HENDRY,  PARK  CHURCH,  Los  ANGELES. 

"What  we  are  fixes  the  limit  of  what  we  do." 
Grant  this  and  how  important  is  education !  To  do  some- 
thing in  this  world  of  needs  and  possibilities  is  the  aim  of 
every  true  man  or  woman ;  yet  what  we  do  is  limited  by 
what  we  are,  and  this  again  by  heredity  and  education. 

The  plea  that  is  made  for  education  is  that  it  extends 
the  limit  of  possibility.  As  the  fishing  limit  from  our 
shores  is  three  miles,  and  beyond  that,  as  a  nation,  we 
have  no  jurisdiction  and  all  may  catch  in  deep  waters,  so 
there  is  a  natural  limit  to  our  powers  as  strong  as  this 
national  law ;  but  education  comes  to  the  youth  as  the 
craft  which  shall  carry  him  or  her  beyond  the  three-mile 
limit  and  open  the  treasures  of  a  great  deep. 

"No  life  is  unmusical,"   it  is  said.      "It  is  supplied 


80  EDUCATIONAL  CONVENTION, 

with  strings  and  reeds,  but  there  is  no  hand  to  touch  the 
vibrating  strings,  there  is  no  breath  to  move  upon  the 
reeds." 

How  many  lives  unmusical,  unresponsive,  have  been 
stirred  from  the  lethargy,  which  is  the  common  heritage  of 
all  by  the  voice  of  the  "Alma  Mater!"  How  we  look 
back  on  the  halls  where  we  first  broke  the  silence  of  our 
own  lives  and  awakened  to  the  fact  that  there  were  strings 
in  our  nature,  capable  of  wonderful  harmony,  which  had 
never  been  touched  as  yet — that  there  were  reeds  in  the 
God-given  organ  that  as  yet  had  never  known  of  this 
breath  from  above!  You  remember  the  story  of  Mozart's 
first  experience  with  the  organ,  in  the  monastery  of  a  little 
town  on  the  Danube,  at  six  years  of  age ;  how  he  left  his 
home  in  Salzburg  and  with  his  father  started  on  a  course 
of  travel.  All  day  long  they  had  been  sailing  down  the 
majestic  river,  past  crumbling  ruins,  frowning  castles, 
cloisters  hidden  away  among  the  crags,  towering  cliffs, 
quiet  villages  beyond  the  trees.  The  little  company  of 
monks  were  at  supper  in  the  refectory  of  the  cloister,  the 
father  and  Wolfgang  went  into  the  little  chapel  to  see  the 
organ.  The  boy  gazed  with  awe  upon  the  great  instru- 
ment looming  up  in  the  shadows  of  the  empty  church,  his 
face  lit  up  with  satisfaction ;  with  wondering  reverence  he 
moved  about  it.  "Father,  explain  to  me  the  pedals  at 
the  organ's  feet,"  said  the  lad,  and  the  father  did  so. 
Then  pushing  aside  the  stool  he  stood  upon  the  pedals  and 
awoke  the  solemn  gloom  behind  him.  He  heard  nothing, 
he  saw  nothing,  his  face  lighted  up  with  impassioned  joy. 
Louder  and  fuller  rose  the  harmonies  streaming  forth  till 
at  last  they  seemed  to  reach  the  sunny  shore  on  which  they 


CONGREGATIONAL    CHURCHES.  8 1 

broke,  then  a  riple  of  faintest  melody  lingered  in  the  air 
and  all  was  still.  What  the  organ  was  to  young  Mozart 
the  College  and  University  has  been  to  many  a  youth. 
But  alas!  the  idol  is  found  to  be  of  clay,  "  the  once  fine 
gold  has  become  dim."  Education  will  not  save.  An 
intellectual  people  may  be  an  unrighteous  people.  Greece 
was  first  in  arts  and  letters.  College  and  University  may 
but  fit  a  man  to  be  a  greater  villain,  to  be  a  more  eloquent 
seducer,  may  increase  his  power  to  destroy.  We  need 
more  than  education ;  we  need  Christian  education ;  we 
need  such  a  college  as  Pomona  College  that  the  youth  of 
our  churches  may  be  under  wholesome  Christian  influence 
while  they  are  laying  the  foundations  for  a  business  train- 
ing ;  we  need  a  full  stream  of  youthful  life,  vigorous  in 
Christian  thought  and  action,  believing  in  God,  strong  in 
their  loyalty  to  Jesus  Christ  and  the  Bible,  to  flow  out 
into  the  Godless  life  of  California.  We  need  young  men 
in  our  colleges  who  can  impress  their  fellows  with  the  idea 
that  active  Christianity,  ardent  love  for  Christ  and  the 
souls  of  men,  is  not  incompatible  with  high  scholarship;  we 
must  save  our  youth  from  the  leprous  touch  of  infidelity 
and  skepticism  by  contact  with  those  glowing  with  a  Chris- 
tian experience,  their  own,  yet  able  to  compete  with  those 
whom  they  would  influence.  Such  men  must  come  from 
our  Christian  Colleges. 

The  Young  Men's  Christian  Association  recognizes 
this  when  they  have  in  their  gymnasium  class  a  few 
earnest,  Godly,  thorough  going  young  men,  who  jump 
high,  and  box  well,  to  give  the  young  men  who  have  an  idea 
that  Christianity  is  rather  effeminate  and  connected  with 
dim  cathedral  light  a  new  idea,  viz :  that  Christianity  is  now 


82  EDUCATIONAL    CONVENTION, 

thing  of  every  day  life,  that  he  must  be  alert,  or  this  Chris- 
tian young  man,  who  will  not  swear  and  prays  in  meetings, 
will  out-jump  him ;  that  this  man  who  will  not  visit  the 
billiard  halls  or  dance  houses  because  of  his  religious  con- 
victions will,  unless  he  is  on  "  his  taps,"  give  him  a  sound 
trouncing  with  the  boxing  gloves.  He  learns  to  respect 
those  who  can  beat  him  at  his  games,  and  with  respect  for 
the  man  goes  unconsciously  a  respect  for  the  Christianity 
which  has  made  the  man. 

But  there  is  one  other  rock  on  which  we  may  founder. 
There  is  danger  that  our  education  shall  withdraw  us  from 
"  touch"  with  our  fellow-men.  Nicodemus  said  of 
Christ,  "Thou  art  a  teacher  come  from  God."  He 
taught  men,  especially  twelve  men;  and  how  thoroughly 
they  were  equipped  for  their  life  work !  Yet  he  was  no 
"recluse,"  a  man  among  men  was  he.  "John  came, 
neither  eating  nor  drinking,"  "  but  Jesus  was  one  who  sat 
at  meat  with  them,"  "a  friend  of  the  publicans  and 
sinners." 

The  education  which  leaves  us  high  and  dry  on  the 
bank  is  a  failure ;  we  must  be  in  the  stream  with  men,  we 
need  our  "  horse  sense  "  after  we  have  gotten  through  the 
College  and  University,  and  the  education  which  takes  this 
from  any  is  a  "mis-nomer." 

Our  prayer  is  that  this  educational  institution  in  whose 
interests  we  are  met  today  may  be  an  educational  institu- 
tion of  high  order,  fitting  young  men  and  women  for 
university  life,  business  life,  mechanical  life,  yet  withal  a 
Christian  institution  in  the  truest  sense  and  a  practical 
school. 


CONGREGATIONAL    CHURCHES.  83 

THE    CURSE   OF    AN    EDUCATION    WHICH 
IS  NOT  PRACTICAL. 

REV.  J.  H.  COLLINS,  THIRD  CHURCH,  Los  ANGELES. 

I  would  be  the  last  one  to  attempt  to  discourage  a 
boy  or  girl  from  acquiring  an  education.  Indeed  I  would 
be  sorry  if  any  one  word  or  act  of  mine  here  today,  or  else- 
where at  any  time,  should  leave  the  impression  that  I  would 
place  a  low  value  upon  education.  I  regard  an  education 
as  capital  on  hand  or  stock  in  trade,  and  if  not  properly 
used  becomes  a  curse. 

An  education  that  tends  to  take  a  man  away  from  the 
world  and  the  work  of  helping  humanity,  is  certainly  a 
curse,  and  should  be  discouraged.  There  is  no  doubt  in 
my  mind  that  it  would  have  been  a  blessing  to  the  world 
had  all  the  principals  in  both  sides  in  the  now  famous 
Andover  controversy  been  left  uneducated.  I  have 
often  thought  what  a  pity  that  their  opportunities  for 
acquiring  an  education  had  not  been  given  to  persons 
of  more  practical  common  sense ;  and  I  say  this,  though 
one  of  the  foremost  men  in  the  affair  has  proven  a 
very  dear  friend  to  me.  But  when  an  education  comes  to 
the  nicety  of  neglecting  the  world  and  its  need  of  work  to 
indulge  in  hair  splitting  controversies  of  non-essentials,  it 
may  safely  be  labeled  a  curse. 

Next — I  think  an  education  which  is  all  one-sided, 
however  thorough,  is  a  curse.  I  take  it  for  granted  that 
the  great  use  of  an  education  is  to  enable  us  to  teach.  We 
may  not  do  so  in  the  pulpit  or  schoolroom,  for  there  are 
various  other  channels  through  which  we  may  teach. 


84  EDUCATIONAL  CONVENTION, 

Now  suppose  that  we  become  very  familiar  with  the  thing 
we  wish  to  teach,  and  in  doing  so  we  have  alienated  our- 
selves from  the  people  whom  we  wish  to  teach,  we  do  not 
know  their  ways,  and  we  are  not  familiar  with  the  mould 
of  their  minds,  we  can  teach  them  but  little,  if  any, 
although  we  may  know  a  great  deal  which  we  would  like 
to  teach. 

That  men  and  women  have  been  rendered  useless, 
yea,  worse  than  useless,  by  the  overdosing  and  cramming 
of  purely  book-knowledge  is  a  fact,  and  a  lamentable  fact, 
to  which  there  is  altogether  too  much  evidence  all  about 
us.  We  may  be  in  touch  with  great  men  through  study 
of  their  works,  but  the  current  of  knowledge  gained 
thereby  cannot  be  transmitted  to  humanity,  unless  we  are 
also  in  touch  with  humanity,  and  the  best  education  possi- 
ble will  not  make  a  man  useful  if  he  is  not  thus  in  touch. 

I  am  glad  that  I  know  enough  of  the  workings  of 
Pomona  College  to  be  able  to  assure  you  that  it  does  not 
propose  to  educate  young  men  and  women  after  such  a 
fashion.  From  personal  acquaintance  and  contact  with  its 
teachers  I  am  sure  they  are  helping  boys  and  girls  to 
acquire  a  practical  education.  It  has  been  my  privilege  to 
send  to  the  College  a  young  man  and  a  youn?r  woman, 
and  no  one  but  teachers  fully  in  touch  with  poor,  needy 
humanity,  could  do  for  a  boy  or  girl  what  the  teachers  of 
Pomona  College  have  done  for  them,  and  had  I  the  money 
to  give,  I  would  send  a  score  or  more  of  my  young  people 
there  to  be  educated  after  a  fashion,  which  would  not 
prove  a  curse,  but  a  blessing  to  the  world  and  its  work. 


CONGREGATIONAL,    CHURCHES.  85 

OUR  STEWARDSHIP  OF  THE  MIND. 
REV.  O.  D.  CRAWFORD,  MONROVIA. 

A  certain  man  in  Connecticut  dreamed  a  dream  in 
which  he  passed  through  a  trial  for  murder.  Many  wit- 
nesses were  examined,  and  eloquent  pleas,  hours  long, 
were  delivered.  At  the  end  of  three  weeks,  he  was  con- 
victed and  sentenced.  While  on  the  scaffold,  protesting 
his  innocence  to  the  last,  the  trap  was  sprung.  The  rope 
broke,  and  he  ran  away.  He  was  pursued  by  the  people 
and  the  police,  but  eluded  them  until  nightfall.  Then  he 
ventured  to  his  home ;  found  a  gang  of  ruffians  in  posses- 
sion ;  killed  one  of  them  and  drove  the  rest  away.  Then 
he  awoke  and  found  that  he  had  passed  through  these 
protracted  sufferings,  and  the  three  weeks'  trial  while 
sleeping  three  minutes. 

This  dream  affords  us  a  glance  at  the  superiority  of 
the  mind  to  time,  space  and  matter.  By  so  much  is  the 
mind  entitled  to  leadership  in  all  activities,  and  precedence 
among  all  objects  of  culture.  The  intellectual  faculty 
pioneers  our  movements.  The  moral  judgments  keep 
even  wing  with  the  flight  of  thought. 

The  immediate  objects  in  view  in  the  process  of  sym- 
metrical training  are  the  increase  of  the  power  of  clear 
thinking ;  the  accumulation  of  stores  of  knowledge ;  and 
the  utmost  facility  in  the  use  of  our  powers  and  posses- 
sions. The  ultimate  aim  is  either  self-glorification,  or  the 
pleasure  of  the  King. 

Stewardship  of  the  mind  recognizes  the  ownership 
and  prerogatives  of  the  Creator.  Emerson  says  that  no- 


86  EDUCATIONAL  CONVENTION, 

one  but  Jesus  Christ  has  ever  appreciated  the  value  of  a 
man.  That  value  consists  in  moral  and  intellectual 
worthiness.  Mind-work  on  the  field  of  matter  has  at  last 
secured,  in  the  present  century,  a  recognized  place  among 
the  industrial  and  producing  forces.  It  enhances  the  value 
of  manual  toil,  and  creates  a  market  for  its  products  in  the 
refinements  of  civilized  society.  Its  work  on  the  field  of 
ideas  ranges  the  depths  and  heights  of  science,  art  and 
poetry ;  of  music  and  sentiment,  in  which  man  finds  the 
choicest  experiences  of  life,  the  glory  of  his  being.  The 
voices  of  nature  and  Scripture  credit  these  powers  to  the 
Supreme  Intelligence.  To  give  up  the  false  claim  to  the 
ownership  of  one's  mind,  is  to  yield  one's  self  to  the 
ruling  purpose  of  a  sustained  act  of  perfect  loyalty  to 
God,  which  says  "whose  I  am  and  whom  I  serve." 

Stewardship  disclaims  the  right  of  even  a  renter.  One 
who  rents  a  piece  of  land  or  a  house,  can  use  it  for  him- 
self, but  a  steward  is  managing  the  business  for  another. 
A  renter  keeps  to  himself  a  share  of  his  earnings,  but  the 
steward  turns  over  all  gains  to  his  employer.  The  ideal 
education  trains  every  faculty  as  the  property  of  God  and 
adds  all  the  increase  to  the  original  stock. 

The  faithful  steward  is  governed  by  the  wishes  of  his 
employer.  He  asks  for  instructions  and  receives  them 
cheerfully ;  he  enters  upon  no  plans  of  his  own  without 
approval ;  he  executes  orders  exactly ;  he  transmits  help  to 
others  who  are  dependent  upon  his  master.  Here  stands 
Pomona  College  in  the  midst  of  the  churches,  asking  for 
instructions.  Her  title  to  our  support  lies  in  her  spirit 
and  practice  of  inciting  our  youth  to  enquire  after  God's 
wishes,  and  to  will  His  will ;  in  her  efforts  to  make  the 


CONGREGATIONAL    CHURCHES.  87 

mind   the   master  of  the  body  and  of  nature,  according  to 
the  law  of  the  Kingdom. 

Stewardship  lays  emphasis  on  responsibility.  The 
superior  man  freely  moves  toward  the  post  of  Judgment 
Day  with  every  mental  sail  filled  with  the  steady  gale  of 
love.  The  average  man  needs  to  feel  the  pull  of  duty's 
cord  whose  other  end  is  the  windlass  of  the  Judgment 
ordeal.  If  we  can  get  the  mind  of  the  youth  saturated 
with  the  conviction  that  they  are  to  give  account  to  God 
for  their  use  of  themselves,  we  shall  have  reason  to  expect 
a  smaller  generation  of  ne'er-do-wells  and  bummers ; 
that  fewer  business  men  will  be  boomers  and  stock 
gamblers,  and  that  more  professional  men  will  be  incarna- 
tions of  conscience. 

Therefore  stewardship  also  signifies  carefulness. 
Painstaking,  so  annoying  to  the  flesh,  and  fatal  to  the  love 
of  ease,  is  the  track  of  progress.  The  careful  steward 
looks  to  each  interest  and  overlooks  none.  In  State 
Schools  the  moral  law  may  be  impressed  by  prudential 
motives ;  but  its  claims  are  never  adequately  presented, 
and  never  met,  except  where  its  roots  are  shown  to  be 
imbedded  in  the  will  of  God,  and  watered  from  the  foun- 
tain of  his  open  word,  and  fruited  in  the  life  and  words  of 
the  ineffable  Christ. 

The  faithful  steward  also  studies  for  the  honor  of  his 
master.  Not  content  with  carrying  himself  as  a  servitor, 
he  sounds  the  praises  of  fcis  Lord.  He  has  escaped  the 
snares  of  the  flesh  and  ambition  with  a  joyous  heart  and  a 
clear  mind.  A  ready  witness  in  an  Irish  court  was 
"  unwilling"  on  the  cross-examination.  His  excuse  was 
that  the  counsellor's  questions  put  him  in  a  doldrum.  The 


!!-< 


00  EDUCATIONAL  CONVENTION, 

Judge  repeated  the  word  "a  doldrum.  What  is  that?" 
"  I  can  tell  your  lordship,''  said  the  witty  counsellor,  "  a 
doldrum  is  a  confusion  of  the  head  arising  from  a  cor- 
ruption of  the  heart."  The  doldrum  disappears  as  fast  as 
men  give  up  all  their  faculties,  as  trusts,  and  to  the  service 
of  God,  saying  with  the  poet  Bailey:  "  We  live  in  deeds, 
not  years ;  in  thoughts,  not  breaths ;  in  feelings,  not  in 
figures  on  a  dial.  We  should  count  time  by  heart 
throbs."  Thus  can  we  love  God  with  all  the  mind. 


COLLEGE  EXTENSION. 

PROF.  FREDERICK  WILLIAM  PHELPS,  EAGLE  ROCK. 

Whether  it  be  viewed  from  the  standpoint  of  the 
College  and  University,  or  from  that  of  the  general  public, 
the  modern  improvement,  commonly  known  as  University 
or  College  extension,  is  equally  to  be  admired.  The  only 
wonder  is  that  it  did  not  long  ago  become  a  power.  It  is 
impossible  at  this  time  to  sketch  historically  the  growth  of 
the  extension  movement.  I  can  only  attempt  to  describe 
its  leading  features  and  to  show  its  adaptability  to  our 
College  and  people,  here  in  Southern  California  and  noiu 
in  this  year  of  grace  1892. 

The  Church  believes  in  education,  mental  training, 
stimulation  to  lofty  thinking,  cultivation  of  a  passion  for 
knowing  the  truth  about  things  as  an  essential  weapon  in 
the  armament  of  aggressive  Christianity ;  and  the  tokens 
of  this  faith  are  found  in  our  Christian  Colleges  and 
Academies.  We  urge  the  higher  education  not  only  upon 
those  preparing  for  the  ministry  but  upon  all  alike.  In  the 


CONGREGATIONAL    CHURCHES.  89 

case  of  the  vast  majority,  circumstances  render  College 
residence  a  thing  impracticable.  What  is  to  be  done? 
Shall  the  College  be  content  with  reaching  the  few  ?  Or 
is  it  impossible  in  some  way  to  utilize  the  resources  and 
equipment  of  the  College  for  the  immediate  benefit  of  a 
much  larger  constituency?  Experience  answers.  If  the 
mountain  cannot  come  to  Mahomet,  it  is  both  advisable 
and  feasible  for  Mahomet  to  go  to  the  mountain. 

It  is  unlikely  that  any  will  deny  the  existence  of  a 
widespread  desire  for  intellectual  food,  for  mental  acquisi- 
tion and  progress.  The  Chautauqua  movement  is  evidence 
enough  of  this  if  evidence  be  called  for.  Nor  can  we 
doubt  that  many  whose  cravings  for  recreative  occupation 
are  now  satisfied  by  the  lightest  of  frivolities  and  the  most 
unsubstantial  of  literary  pabulum,  may,  by  the  right  kind 
of  effort,  be  stimulated  to  a  higher  intellectual  life.  These 
conditions  are  found  widespread.  Do  they  not  exist 
among  us  today?  The  people  then  need  leaders — those 
who  shall  tell  them  how  to  attain  what  they  seek.  Where 
shall  they  more  fittingly  look  for  such  leaders  than  among 
the  faculties  of  our  Colleges  and  Universities  ? 

The  leading  feature  of  the  extension  movement  is  the 
Extension  Lecture  Course.  In  any  community  where 
there  is  a  sufficient  number  of  persons  desiring  to  take  up 
the  study  of  any  subject,  a  suitable  organization  is  formed 
to  perfect  and  carry  out  the  necessary  arrangements.  A 
capable  instructor  is  secured.  Tickets  are  sold  at  the 
lowest  possible  rate,  for  it  is  the  aim  to  bring  the  oppor- 
tunities of  the  course  within  the  reach  of  the  largest  num- 
ber. The  lectures  will  occur  at  such  intervals  and  be  of 
such  number  as  may  suit  each  particular  case.  Among 


90  EDUCATIONAL  CONVENTION, 

the  ticket  holders  will  be  some  who  are  content  with 
simply  listening  to  the  lecturers,  doing  little  or  no  supple- 
mentary studying.  Others  will  wish  to  do  somewhat 
thorough  work  upon  the  subject  taken  up.  For  the 
especial  help  of  this  latter  class,  a  printed  syllabus  of  the 
course  is  prepared  and  put  into  the  hands  of  each  person. 
This  syllabus,  besides  giving  an  outline  of  the  lectures, 
contains  a  list  of  books  desirable  for  reference,  and  minute 
directions  for  study.  Either  before  or  after  each  lecture, 
the  instructor  meets  those  who  wish  to  be  considered  as 
students,  for  an  hour  of  recitation  and  discussion  upon  the 
lecture  of  the  preceding  week.  At  each  such  meeting, 
special  work  is  assigned  to  individuals,  to  be  written  out 
and  submitted  to  the  instructor  for  criticism.  Finally, 
after  the  completion  of  the  course,  an  examination  is 
offered  to  all  who  choose  to  take  it,  and  certificates  are 
given  to  those  who  reach  a  designated  standard. 

The  general  plan  thus  is  very  simple.  Details  will 
be  modified  to  suit  the  circumstances  of  the  lecturer  or 
community.  Extension  Libraries  of  reference  books  may 
be  provided  and  rendered  accessible  to  students  under 
proper  regulations,  with  little  individual  expense.  The 
syllabus,  the  private  class,  the  special  work  submitted  to 
lecturer  for  criticism,  and  the  examination  at  the  close  of 
the  course,  are  essential  features  of  the  extension  lecture 
system.  These  are  adapted  to  secure  definite  and  perma- 
nent results,  such  as  the  mere  listening  to  lectures  cannot 
produce. 

The  beneficial  effects  of  all  this  upon  any  community 
are  seen  at  once.  The  Chautauqua  Circles  are  doing 
much  in  the  same  line.  But  University  Extension  reaches 


CONGREGATIONAL    CHURCHES.  9! 

| 

out  to  a  far  larger  number  and  brings  with  it  the  immense 
stimulus  of  personal  contact  with  one  who  should  be  him- 
self full  of  zeal  and  enthusiasm  for  that  which  he  repre- 
sents. From  the  standpoint  of  the  College  the  advantage 
is  equal.  The  personal  mingling  of  the  individual  mem- 
bers of  the  faculty  with  the  larger  constituency  of  the  insti- 
tution, secures  among  the  public  a  better  and  more  general 
acquaintance  with  the  institution;  and  if  they  be  men 
worthy  of  respect  and  confidence,  their  influence  will  be 
very  great.  The  institution  will  gain  also  in  the  number 
of  those  who  come  within  its  walls,  through  the  awakening 
of  dormant  faculties  which  will  call  for  larger  oppor- 
tunities. The  instructor  himself  will  be  stimulated  by  the 
necessity  of  approving  himself  to  the  popular  audience, 
and  will  in  almost  every  case  gain  in  clearness  of  thought, 
in  ability  to  present  his  theme  and  to  rouse  absorbing 
interest  in  it.  There  is  a  danger  to  be  guarded  against — 
the  temptation  to  make  this  popular  work  superficial  and 
"  catchy  "  rather  than  to  rely  on  the  intrinsic  merits  of  the 
subject  thoroughly  treated,  yet  this  danger  being  foreseen 
may  be  avoided. 

A  few  practical  suggestions :  The  value  to  a  College 
of  having  its  instructors  appear  before  the  public  upon  the 
lecture  platform,  take  part  in  associations  and  conventions, 
has  been  pretty  generally  recognized.  Such  engagements 
however,  as  a  rule,  have  been  in  addition  to  the  regular 
and  full  work  of  the  class-room,  and  have  been  merely 
private  arrangements  on  the  part  of  the  instructors.  Let 
this  be  changed.  Let  the  Extension  Department  become 
an  integral  part  of  the  college.  Let  the  fees  for  the 
various  courses  conducted  be  paid  into  the  college  treas- 


92  EDUCATIONAL  CONVENTION, 

ury.  Let  the  class-room  work  required  of  the  instructor 
be  so  diminished  in  amount,  that  he  will  be  able,  without 
additional  expenditure  of  effort,  to  carry  the  Extension 
work.  This  change  will  make  necessary  an  increase  of 
college  faculty,  and  in  connection  with  this  increase  will 
naturally  follow  the  advantage  of  increased  specialization 
of  work  by  the  individual  members  of  the  faculty.  The 
additional  fees  received  will  furnish  at  least  a  large  part  of 
the  funds  for  carrying  out  the  plan.  Should  they  fail  to 
suffice,  I  imagine  that  there  are  few  departments*  oif  college 
work  for  which  an  adequate  endowment  will  be  more 
readily  obtained. 

No  college  can  inaugurate  such  an  undertaking  with- 
out the  very  best  of  thoughtful  and  systematic  effort.  The 
co-operation  of  leading  men  in  different  localities  must  be 
secured.  Especially  must  the  pastors  be  brought  to 
realize  the  value  to  their  own  work  of  the  proposed  plans. 
The  beginnings  will  probably  be  small.  There  will  un- 
doubtedly be  many  disappointments  and  discouragements. 
But  if  energy  and  wisdom  be  used,  what  reasons  are  there 
why  great  results  may  not  be  reached?  And  perhaps 
sooner  and  more  easily  than  anticipated.  And  why  should 
not  the  College  Extension  Department  become  a  bureau 
of  information  and  assistance  for  all  the  college's  con- 
stituency, aiding  in  arrangements  for  lectures  other  than 
those  of  regular  Extension  Courses,  and  for  various  enter- 
tainments of  a  character  associated  with  the  College  work ; 
advising  Chautauqua  Circles,  Young  People's  Societies, 
and  Literary  Clubs  in  matters  where  such  advice  may  be 
a  help,  and  rinding  in  the  course  of  time  many  unforeseen 
methods  of  useful  activity?  Why  may  not  the  College 


CONGREGATIONAL    CHURCHES.  93 

often  times  prove  a  valuable  helper  to  academies  and 
schools  with  which  it  is  intimately  connected  by  allowing 
them  the  temporary  service  of  its  instructors  in  branches 
which  especially  demand  to  be  taught  by  specialists  ? 
Why  may  not  the  College  be  the  center  of  various  clubs 
of  cultured  men  and  women,  students  in  Biblical  Litera- 
ture, Science,  Sociology  and  other  lines  of  thought? 
Why,  in  a  word,  may  not  the  College  go  out  far  more 
than  it  has  done  heretofore,  among  the  people  of  the  com- 
munity, to  stimulate  them  and  help  them  amid  the  routine 
of  daily  tasks  and  duties,  into  a  higher  intellectual  and 
spiritual  life  ?  Is  not  this  possible  ? 


THE  IMPORTANCE   OF   A   RELIGIOUS    AT- 
MOSPHERE   IN    OUR    INSTITU- 
TIONS OF  LEARNING. 

REV.  GEO.  A.  RAWSON,  VERNONDALE. 

In  order  to  fulfill  their  true  mission,  our  Educational 
Institutions  should  seek  to  reach,  develop  and  direct  the 
whole  circle  of  powers  found  in  those  who  come  under 
their  influence  and  training. 

The  end  aimed  at  should  be  a  well-rounded  manhood. 
They  have  to  deal,  very  largely,  with  the  raw  material  of 
human  character.  They  take  our  young  people  at  the 
formative,  and  so  the  most  critical,  period  in  their  develop- 
ment ;  the  period  when  they  are  the  most  open  and  the 
most  sensitive  to  surrounding  influences ;  and  when  they 
are  eagerly  and  anxiously  looking  to  their  teachers  and 


94  EDUCATIONAL  CONVENTION 


leaders  to  give  them  the  key  note,  and  to  furnish  them  the 
pattern  after  which  they  shall  fashion  their  own  thought, 
and  purpose  and  life. 

If  the  only  object  of  an  education  was  to  fit  a  man  or 
woman  for  business  proficiency,  or  for  material  advantage 
and  success,  then  the  moral  and  religious  considerations 
might  be  left  for  others  to  look  after,  and  our  Institutions 
be  given  up  wholly  to  the  intellectual  and  secular  training 
of  our  young  people.  This  neglect,  however,  would  be 
fatal  to  the  highest  good,  and  the  noblest  interests  of  those 
who  are  seeking  to  equip  themselves  for  life's  work. 
In  a  world  where  the  forces  of  evil  are  so  manifold 
and  so  great,  it  is  essential  to  the  safety  and  true  success 
of  those  who  are  preparing  themselves  to  meet  these 
powers,  and  to  accomplish  the  highest  service,  that  they 
be  securely  anchored  by  an  intelligent  faith  in  Almighty 
God,  and  carry  within  them  a  pervading  sense  of  their 
responsibility  to  Him. 

An  Institution  is  defective  in  its  most  vital  point, 
and  neglectful  of  its  highest  duty  to  God,  to  its  students, 
and  to  society  in  general,  when  it  ignores  the  moral  and 
spiritual  training  of  those  who  are  to  go  out  from  its  walls 
to  become  leaders  of  men  in  the  various  professions  and 
walks  of  life.  A  collegiate  course  of  training,  un- 
doubtedly, adds  to  a  man's  powers ;  he  becomes  more 
efficient  as  a  worker  for  good,  or  as  a  worker  for  evil. 
The  religious  atmosphere  of  an  Institution  has  more 
influence  upon  the  development  of  character,  than  we,  at 
first  thought,  may  suppose.  There  are  churches  and  com- 
munities where  the  atmosphere  is  so  charged  with  spiritual 
influences  as  to  be  consciously  and  quickly  felt  by  those 


CONGREGATIONAL    CHURCHES.  95 

who  come  within  their  circle.  The  same  is  true  of 
certain*  Institutions  of  learning — may  this  become  pre- 
eminently true  of  our  Pomona  College.  In  these  Institu- 
tions it  seems  almost  impossible  for  a  young  man  or  woman 
to  remain  very  long  without  becoming  deeply  impressed, 
and  being  drawn  into  the  current  of  its  religious  life. 

We  know  how  powerfully  the  intangible  thing  called 
air,  or  atmosphere  affects  us ;  how  it  may  carry  upon  its 
invisible  wings,  depression,  weakness,  disease  and  death ; 
or  it  may  become  a  minister  of  life,  imparting  health, 
vigor  and  tonic  to  all  our  vital  forces.  There  is  such  a 
thing  as  an  intangible  religious,  or  spiritual  atmosphere — 
an  atmosphere  that  penetrates  the  innermost  life  of  the 
man,  bringing  wonderful  quickening,  health,  vigor,  to  the 
moral  and  spiritual  forces  within.  It  is  the  breath  of  God  ; 
it  comes  to  us  from  the  pure  mountain  tops,  where  rests 
the  sunlight  of  heaven.  How  is  it  to  be  brought  down 
into  this  lower  sphere,  brought  down  and  made  to  pervade 
the  halls  of  our  Institutions,  where  our  young  people  are 
congregated,  and  where  they  are  awakening  to  a  con- 
sciousness of  life,  and  the  vital  powers  within  them  are 
being  stirred  into  unwonted  activity.  Not  by  the  mere 
perfunctory  teaching  of  religious  truth,  nor  the  mere 
mechanical  grinding  out  of  religious  exercises.  The 
atmosphere  of  such  cold,  religious  formalism,  is  charged 
with  double  skepticism  and  spiritual  death. 

These  young  people  are  full  of  life ;  a  religion  to  have 
influence  with  them  must  have  life  in  it.  That  life  is 
born  of  a  vital  faith  in  God,  of  a  reverent  regard  for  His 
word,  and  of  a  pervading  love  for  the  souls  of  the  young, 
on  the  part  of  those  who  fill  the  chairs,  and  are  the 


96  EDUCATIONAL  CONVENTION, 

appointed  leaders  in  these  Institutions.  Men  thus 
embraced  with  the  love  of  God  and  the  spirit  of  Christ, 
will  create  an  atmosphere  around  them,  saturated  with 
moral  and  religious  life. 

Let  these  Colleges  and  Schools  be  enthroned  in  the 
prayers  of  the  churches,  and  in  the  prayers  of  the  homes 
from  which  the  young  are  gathered,  and  we  shall  see  a 
stalwart,  manly  procession  of  young  men  coming  forth 
from  them  to  do  a  grand  work  for  God  and  humanity. 


THE  WORKMAN  HIS  OWN  BEST  TOOL. 
REV.  HENRY  W.  JONES,  PASADENA. 

I  am  to  show  up  an  error  which  it  is  the  mission  of 
the  Christian  College  to  correct,  an  error  which  has 
invaded  our  American  civilization,  must  we  not  confess 
temporarily  mastered  it?  It  is  respecting  the  true  place 
and  power  of  money. 

A  turning  away  from  other  modes  of  securing  ones 
ends  to  the  use  of  money  in  attaining  them. 

The  end  in  view  is  power,  that  ability  to  do  anything 
and  everything  which  money  is  supposed  to  possess.  I 
will  not  deny  that  it  has  a  large  degree  of  the  efficiency 
that  is  attributed  to  it.  In  the  present  state  of  society  the 
general  estimate  is  at  least  somewhere  near  the  truth. 
But  let  us  know  what  this  error  is  doing  for  us  in  certain 
directions. 

Trace  its  effects  in  trades,  manufacture  and  even 
professions.  It  says  whatever  adaptabilities  I  may  have 
for  this  business  I  will  disregard,  except  as  they  indicate 


CONGREGATIONAL    CHURCHES.  97 

somewhat  how  I  can  get  rich  the  fastest.  The  particular 
calling  I  follow  will  be  for  the  sake  of  the  money  I  can 
make  in  it.  With  that  I  am  to  make  my  impression  on 
the  world.  Thus  one's  calling  becomes  incidental,  transi- 
tional, to  be  abandoned  for  anything  else  that  pays  better. 
Will  he  now  be  likely  to  chose  it  as  carefully  or  learn  it  as 
thoroughly?  Take  the  medical  profession.  Certainly 
here  the  mischief  of  the  commercial  spirit  is  evident. 
They,  to  whom  we  so  intrust  our  lives  as  to  physicians, 
ought  to  be  as  thoroughly  prepared  for  the  great  responsi- 
bility as  study  and  entire  devotion  to  their  calling  can 
make  them.  But  there  are  many  who  enter  it  merely  to 
make  money,  to  leave  it  for  something  else,  if  it  should 
disappoint  this  expectation.  What  incentive  is  there  to 
thoroughness  in  preparation  for  a  career  so  uncertain? 
"  For  men  who  take  the  first  rank,  or  even  the  second,  in 
the  professions,"  as  another  truly  says,  "there  may  and 
ought  to  be  large  pecuniary  rewards.  But  these  emolu- 
ments are  never  legitimately  more  than  incidents  of  the 
calling.  If  money  is  set  up  as  the  highest  ideal  and  aim, 
the  chances  are  that  the  individual  will  become  a  mere 
grubber,  or  one  of  hopeless  professional  mediocrity." 

This  commercial  spirit  appears  in  our  politics.  It  is 
not  an  accident  that  the  Uuited  States  Senate  is  gradually 
becoming  a  body  of  millionaires.  Is  it  true  that  to  secure 
a  fortune  is  the  way  to  obtain  the  highest  offices  in  state 
and  nation?  Is  it  true  on  the  other  hand  that  to  secure 
office  is  the  shortest  way  to  a-  fortune?  What  does  the 
fact  prophesy  for  the  future  of  our  Republic  that  year  by 
year  a  larger  number  of  votes  are  purchasable,  and  that 
business  men  prefer  to  contribute  money  for  political  pur- 


98  EDUCATIONAL    CONVENTION, 

poses  rather  than  to  give  personal  attention  to  political 
duties  even  so  much  as  to  vote?  A  leading  business  man 
of  New  York  confessed  for  himself  and  his  class,  "We 
have  thought  this  thing  over,  and  we  find  that  it  pays 
better  to  neglect  our  city  affairs  than  to  attend  to  them ; 
that  we  can  make  more  money  in  the  time  required  for  the 
full  discharge  of  our  political  duties  than  the  politicians 
can  steal  from  us  on  account  of  our  not  discharging  them." 
It  is  needless  to  ask  what  sort  of  government  will  result 
from  that  style  of  citizenship. 

See  what  this  spirit  is  doing  in  the  sphere  of  jour- 
nalism. The  function  of  the  newspaper  is  to  give  the 
news,  reports  of  actual  occurrences  from  day  to  day,  with 
due  regard  to  their  intrinsic  importance,  to  the  public 
morality  and  to  personal  rights.  Whether  the  actual 
newspaper  fulfills  this  ideal  I  need  not  ask.  If  not,  com- 
plaint is  silenced,  and  that  satisfactorily  to  most  minds, 
when  it  is  said  for  the  publisher  that  he  runs  his  press  to 
make  money.  What  else  does  he  do  it  for?  In  the 
editorial  columns,  the  editor  is  supposed  to  be  giving  his 
own  opinions,  and  to  be  contending  for  his  own  principles. 
Is  he  doing  this  today  ?  Hear  what  he  is  reported  to  have 
said  in  a  speech  at  a  press  dinner  in  New  York  lately : 
"I  am  paid  $150  per  week  for  keeping  honest  opinions 
out  of  the  paper  I  am  connected  with.  Others  of  you 
are  paid  similar  salaries  for  doing  similar  things.  If  I 
should  allow  honest  opinions  to  be  printed  in  one  issue  of 
my  paper,  like  Othello,  my  occupation  would  be  gone. 
The  business  of  a  leading  journalist  is  to  distort  the  truth, 
to  vilify,  to  fawn  at  the  feet  of  Mammon,  and  to  sell  his 
country  and  his  race  for  daily  bread,  or  for  what  is  about 


CONGREGATIONAL    CHURCHES.  99 

the  same,  his  salary.  You  know  this,  and  I  know  it,  and 
what  foolery  to  be  toasting  an  independent  press.  We 
are  the  tools  and  vassals  of  rich  men  behind  the  scenes. 
We  are  jumping  jacks.  They  pull  the  string  and  we 
dance.  Our  time,  our  talent,  our  possibilities  are  all  the 
property  of  other  men.  We  are  intellectual  prostitutes." 
Let  us  call  this  an  exaggeration ;  there  is  truth  enough  in 
it  to  show  that  this  profession  has  not  escaped  the  con- 
tagion of  the  commercial  spirit. 

Again.  This  error  would  revolutionize  our  system  of 
education.  The  true  object  of  what  we  call  education  is 
not  to  fit  one  out  with  trade  or  profession.  When  it  has 
done  its  work  it  has  made  a  man  or  woman,  not  a  joiner, 
or  a  doctor,  or  a  merchant,  or  a  school  teacher.  At  a 
particular  time  he  will  begin  to  learn  his  trade  or  profes- 
sion, but  that  is  not  in  any  true  sense  his  education.  One 
might  almost  say  that  his  education  leaves  off  at  the  point 
where  his  trade  training  or  profession  training  begins. 
Now  this  false  idea  respecting  money  makes  the  chief 
question  in  education.  "What  studies  will  pay  best?" 
And  it  goes  on  to  ask,  "Latin?  Who  ever  saw  a  bank 
check  written  in  Latin?  Greek?  The  idea  that  a  man 
can't  secure  a  lucrative  practice  as  a  physician  unless  he 
can  read  Thucydides.  Do  a  tailor's  suits  bring  any  higher 
prices,  or  does  he  get  any  more  to  make  for  his  familiarity 
with  Aristotle  or  Dugald  Stuart?"  Yet  how  many 
parents  make  a  fatal  mistake  here!  Said  President  Gates, 
of  Amherst  College,  lately,  "  What  right  has  any  father 
whose  circumstances  are  such  as  to  make  it  possible  to 
give  his  son  a  liberal  education — what  right  has  any  such 
father  to  shut  his  son  forever  out  from  those  broad  horizons 


IOO  EDUCATIONAL    CONVENTION, 

of  life  which  belong  to  the  liberally  educated  man? 
When  the  son,  who  is  to  you  as  the  apple  of  your  eye, 
stands  before  you  in  his  early  teens,  let  the  arch  enemy  of 
all  goodness  offer  you  any  prize  he  will  on  condition  that 
you  will  bind  forever  to  his  side  that  son's  right  arm. 
Suppose  that  by  thus  maiming  and  disfiguring  God's  like- 
ness in  his  body  you  could  start  him  in  life  with  more 
money  at  thirty  years  than  he  could  hope  to  attain  in  any 
other  way.  Would  the  prospect  for  a  moment  tempt  you  ? 
And  is  it  a  less  serious  matter  to  dwarf  the  soul  and 
cripple  the  divine  energies  of  the  mind  and  heart?  You 
would  reject  with  indignant  scorn  the  offer  of  a  fortune 
won  by  allowing  him  to  be  physically  maimed;  and  can 
we  who  are  able  to  send  our  sons  on  into  the  larger  life 
which  only  prolonged  education  can  procure  for  them,  for 
a  moment  tamper  with  the  question  whether  some  added 
keenness  in  money  getting,  and  the  somewhat  earlier 
attainment  of  the  means  of  self-support,  should  be  held  a 
good  and  sufficient  reason  for  the  eternal  dwarfing  of  the 
mind  and  soul  of  the  sons  whom  God  has  intrusted  to  our 
care?" 

This  error  turns  aside  many  a  young  man  fitted  for 
a  high  position  in  the  ranks  of  usefulness,  where  he  is 
greatly  needed.  "  There  are  more  ways  than  one  of  doing 
good,"  he  says.  What  is  so  powerful  an  influence  as 
money?  Once  I  get  fairly  at  work  with  my  talents,  and  I 
can  support  half  a  dozen  missionaries."  But  the  half  a 
dozen  embryo  missionaries  that  he  would  be  willing  to 
support  hear  his  reasoning  about  money,  follow  his 
example,  and  each  of  them  sets  about  raising  money 
enough  to  support  half  a  dozen  missionaries.  Many  a 


CONGREGATIONAL  CHURCHES.  IOI 

man  of  those  best  fitted  for  personal  work  in  the  spheres 
of  religion  and  benevolence  excuses  himself.  "I  can't 
spare  time  and  thought  for  such  things,"  he  says.  A  man 
to  succeed  in  business  must  devote  his  whole  energies  to  it. 
Accordingly  this  one  thing  I  do.  I  will  earn  and  others 
will  do  the  personal  work.  Let  the  ministers  do  it.  Hire 
some  one  from  the  Young  Men's  Christian  Association. 
It  is  not  in  my  line.  Every  man  to  his  trade."  And 
unless  his  principles  are  wrong  he  is  right.  A  gentleman, 
trained  to  business,  said  to  another,  who  was  in  need  of 
a  partner,  "  I  have  been  long  intimate  with  the  business 
men  of  this  city;  can  I  not  meet  your  want?"  "You'll 
excuse  me,  but  you  have  the  reputation  of  being  interested 
in  matters  outside  of  business."  "  Yes,  and  I  trust  I  shall 
always  deserve  that  reputation."  "  Oh,  but  you  know 
that  business,  as  it  is  now  conducted,  is  a  bit  of  rope  with 
a  man  at  each  end,  toe  to  toe,  and  if  either  slacks  up,  ever 
so  little,  the  other  jerks  it  away."  "Yes,  I  know  it;  it  is 
a  true  picture  drawn  to  life."  "  You  see?  You'll  excuse 
me."  And  he  bowed  him  out.  I  need  not  ask  whether 
these  promises  of  financial  aid  to  philanthropical  enter- 
prises are  generally  fulfilled,  which  men  make  to  their  bet- 
ter nature  when  they  thus  substitute  their  earnings  for  their 
personal  service.  If  they  are,  then  the  treasuries  of 
churches,  colleges,  benevolent  societies,  hospitals,  etc., 
are  full.  "Yet,"  as  another  says,  "the  truest  and  best 
help  anyone  can  give  to  others  is  not  in  material  things, 
but  in  ways  that  can  make  them  stronger  and  better. 
Money  is  good  alms  when  money  is  really  needed ;  but  in 
the  divine  gift  of  hope,  friendship,  courage,  sympathy, 
and  love,  it  is  paltry  and  poor.  Usually  the  help  people 


IO2  EDUCATIONAL  CONVENTION, 

need  is  not  so  much  the  lightening  of  their  burdens  as 
fresh  strength  to  enable  them  to  bear  their  burden  and 
stand  up  under  it.  The  best  thing  we  can  do  for  another, 
some  one  has  said,  is  not  to  make  some  things  easy  for 
him,  but  to  make  something  of  him." 

How  unfavorable  to  personal  culture  is  this  com- 
mercial atmosphere.  How  many  drop  music,  standard 
literature,  art  study  and  practice,  elocution,  debate,  one 
thing  or  another  in  which  they  might  have  excelled,  to  the 
delighting  and  instructing  of  the  circle  of  near  friends  and 
often  of  a  wider  public.  It  blights  the  shoots  of  originality 
and  tends  to  reduce  society  to  monotony,  as  well  as 
mediocrity. 

Under  this  regime  the  comfort  of  life  languishes. 
These  whom  we  are  contemplating  are  Mammon's  mar- 
tyrs. Talk  of  the  privations  of  missionaries.  Here  are 
multitudes  of  people  enduring  worse  privations  in  the 
sight  of  plenty,  with  no  consciousness  of  nobleness  to 
sustain  them,  no  outlook  on  ripening  fields  of  usefulness 
around  them  which  their  own  hands  have  sown,  no  smile 
beaming  on  them  of  admiring  angels,  watching  them  with 
the  earnest  sympathy  of  colaborers.  And  they  never  will 
enjoy  life,  these  martyrs  who  have  turned  their  crowns  into 
money.  To  extract  pleasure  from  money  is  an  art, 
requires  study,  practice,  like  any  art.  When  their  set  time 
comes  to  turn  their  money  into  pleasure  they  will  have  no 
idea  how  to  do  it,  any  more  than  the  boy  who  spent  his 
first  $5  for  honey  and  sat  down  before  it  for  the  best  good 
time  he  ever  had  in  his  life. 

Have  you  heard  of  the  discovery  of  the  philosophers' 
stone  ?  If  not,  what  is  it  then  that  is  turning  everything 


CONGREGATIONAL    CHURCHES.  103 

into  gold  ?  The  toilful  search  for  it,  of  which  we  have 
read,  was  always  with  the  pleasantest  anticipations  of 
what  was  to  be  done  with  the  gold  into  which  everything 
would  be  turned.  Was  there  then  no  anxious  inquiry 
what  was  to  be  done  without  the  things  which  were  to  be 
thus  transmuted.  Alas,  there  is  none.  It  is  easy,  in 
picturing  what  things  money  can  do,  to  forget  what  good 
things  it  can  undo.  It  is  an  enemy  not  to  be  surrendered 
to  without  debasement. 

Thou  shalt  lower  to  his  level  day  by  day, 

What  is  fine  within  thee  growing  coarse  to  sympathize  with  clay. 
******     Thou  art  mated  to  a  clown, 
And  the  grossness  of  his  nature  will  have   weight   to    drag   thee 
down." 

Money  is  not  that  one  tool  of  our  earthly  calling,  to 
buy  which  we  can  afford  to  sell  all  our  other  faculties  and 
endowments.  The  Christian  College  stands  as  a  living 
protest  against  this  error,  teaching  that  our  one  great 
implement  is  ourselves ;  our  one  great  work,  usefulness. 
As  the  united  testimony  of  its  various  departments,  to  its 
students,  and  through  them  in  the  world  it  says : 

Life  should  mean,  first,  self-development.  We  ought 
to  find  our  greatest  self-satisfaction  in  seeing  our  own 
faculties  grow  and  expand.  The  skill  that  can  make  an 
invisible  joint  in  a  piece  of  furniture,  or  a  smoothly  work- 
ing piece  of  delicate  machinery  in  brass  or  iron ;  the 
ability  to  draw  a  graceful  outline,  to  lay  forms  and  colors 
together  so  as  to  rival  nature's  landscapes,  to  write  or 
execute  music  that  can  make  the  very  soul  march  or  halt ; 
these  are  the  possibilities  which  God  has  planted  in  us. 
Shall  they  be  suffered  to  die  out?  Shall  the  hills  and 


IO4  EDUCATIONAL  CONVENTION, 

valleys  of  our  varying  individualities  be  graded  off  by  this 
money-making  propensity  and  society  reduced  to  a  dead 
level  that  has  no  outlook  beyond  dollars  and  cents  ?  Of 
two  things  which  a  man  can  do  well  he  ought  to  choose 
for  his  calling  the  nobler.  If  we  can  bless  the  world 
directly  with  voice,  pen  or  skillful  hand-labor  as  much  as 
by  turning  our  labor  into  money,  the  former  is  the  nobler 
life,  the  life  for  us. 

For,  life  should  mean,  secondly,  usefulness.  Our- 
selves, our  sympathy,  our  voices,  the  deeds  of  our  hands, 
work  that  has  personality  in  it,  are  immeasurably  more 
potent  for  good  than  the  money  into  which  we  are  too 
glad  to  transmute  these.  To  make  something  and  sell  it, 
and  with  the  proceeds  hire  some  one  to  go  and  visit  a  sick 
family,  is  a  very  roundabout  way  of  relieving  their  wants. 
For  some  unfortunate  people,  to  be  sure,  it  is  the  only 
method  available.  Alas,  that  any  should  prefer  that  way. 
Always  our  study  should  be,  how  can  myself  be  most 
useful  ?  By  no  proper  use  of  terms  can  I  call  my  money 
myself!  When  an  opportunity  is  offered  to  serve  man- 
kind directly  with  my  hands,  my  feet,  my  voice,  my  loving 
sympathy,  my  prayers,  I  make  a  sad  bargain,  if  I  sell 
myself  and  hand  over  the  price. 

**  Not  what  we  give  but  what  we  share, 
Foir  the  gift  without  the  giver  is  bare ; 
Wjho  gives  himself  with  his  alms,  feeds  three, 
Himself,  his  hungering  neighbor,  and  Me." 


CONGREGATIONAL  CHURCHES.  105 

CHRISTIAN  EDUCATION. 
STEPHEN  BOWERS,  A.   M.,   PH.  D. 

Herbert  Spencer  says  that  the  function  that  education 
has  to  discharge  is  to  prepare  us  for  complete  living. 
Under  this  beautiful  mask,  however,  is  hidden  the  most 
complete  agnosticism.  Mr.  Spencer  nowhere,  in  defining 
education,  gives  us  the  remotest  hint  that  man  has  a 
religious  nature  to  be  educated.  Follow  him  through  his 
definitions  and  the  thirsty  soul  will  find  no  place  of  refuge, 
no  resting  place.  Someone  has  said:  "  His  complete 
living  appears  in  the  light  of  all  history  exceedingly  in- 
complete." The  fact  is,  his  theories  of  education  have 
the  qualities  of  but  half  truths.  They  do  not  reach  Chris- 
tian consciousness.  The  Christian  theory  of  education  is 
implied  in  the  Christian  conception  of  human  life,  and 
we  must  learn  from  Christ  what  complete  living  is. 

I  cannot  do  better  in  this  connection  than  to  quote  a 
brief  paragraph  from  a  recent  writer:  "  Education,  says 
he,  should  be  in  the  largest  sense  liberal.  It  should  make 
the  man  self-supporting,  acquainting  him  with  practical 
measures  for  comfortable  and  beautiful  living.  It  should 
prepare  him  for  citizenship.  It  should  make  him,  it  may 
be,  a  man  of  letters,  or  a  scientist,  or  an  artist.  But  it 
should  go  further.  It  should  strengthen  and  broaden  his 
faith  in  God.  It  should  sharpen  his  appreciation  for 
spiritual  realities.  It  should  furnish  him  with  a  just  con- 
ception of  human  life ;  its  needs,  possibilities  and  obliga- 
tions. It  should  deepen  in  his  mind  the  distinction 
between  right  and  wrong.  It  should  strengthen  his  con- 


106  EDUCATIONAL    CONVENTION, 

vitcion  of  those  truths  which  surround  right  with  Its  most 
impressive  sanctions." 

Now  I  submit  that  any  system  of  education  that  does 
not  accomplish  this  is  a  failure.  It  will  leave  the  student 
but  half  educated.  If  he  is  in  some  sense  fitted  for  living 
here,  he  is  not  for  the  great  hereafter.  The  theory  that 
banishes  all  religious  instruction  from  the  public  school  is 
narrow  and  incomplete.  It  is  a  concession  to  skepticism, 
and  is  as  irrational  as  to  concede  the  demands  of  the 
drunkard-maker  who  would  banish  all  books  on  the  evils 
of  intemperance. 

Christianity  is  the  great  underlying  principle  upon 
which  this  government  is  founded.  It  is  the  corner  stone, 
the  foundation  rock,  upon  which  the  national  fabric  is  con- 
structed. Remove  this  and  the  building  will  fall  into 
decay.  In  order  to  instill  patriotism  into  the  heart  of  the 
child,  the  State  displays  the  national  banner  over  the 
school  house  and  recommends  text-books  that  tell  of  the 
heroic  deec^s  of  our  fathers.  This  should  also  apply  to 
Christian  principle  if  we  expect  our  children  to  become 
Christians,  patriots,  and  law  abiding  citizens. 

A  dozen  years  ago  the  public  schools  in  my  town 
were  closed  on  the  occasion  of  horse  races,  that  teachers 
and  children  might  witness  the  elevating  pastime. 

One  might  as  well  look  for  the  healthy  growth  of  a 
tree  after  its  roots  have  decayed,  as  to  expect  vigorous 
moral  growth  from  schools  where  moral  precepts  and 
principles  are  ignored.  And  what  will  the  end  be?  I 
will  let  Jules  Simon,  in  an  article  on  public  education  in 
France  in  the  Contemporary  Review,  answer  the  question. 
He  says:  "  In  the  olden  time  we  used  to  have  in  the 


CONGREGATIONAL    CHURCHES.  IC>7 

school  those  little  books  of  sacred  history  which  opened 
with  the  words :  'In  the  beginning  God  created  the 
heaven  and  the  earth.'  We  have  done  away  with  these 
little  books  now.  The  children  will  hear  no  more  talk  of 
creation  or  of  God,  or  even  of  a  beginning.  In  one  word, 
the  school  they  will  have  to  learn  in  will  be  strictly 
neutral.  This  is  what  they  tell  us  by  way  of  consolation. 
They  forget  that  it  is  not  God  we  are  afraid  of,  it  is 
Nihilism." 

It  would  be  well  for  us  in  America  to  take  the  hint. 
This  unrest  and  tendency  to  Nihilism  is  cause  for  alarm. 
Left  to  themselves,  men  tend  to  anarchism,  nihilism  and 
other  baneful  isms.  Christian  education  is  the  antidote. 
Let  us  be  less  afraid  of  the  great  and  loving  God,  and 
more  afraid  of  violating  his  divine  laws. 

When  a  generation  is  raised  up  in  this  country  with- 
out faith  and  without  respect  for  Christianity,  our 
decadence  as  a  nation  begins.  Let  not  the  era  predicted 
by  Carlyle  come  to  this  land,  "when  he  that  is  least 
educated  will  chiefly  have  it  to  say,  he  is  least  perverted." 

Our  most  enlightened  people  see  the  necessity  of 
Christian  education  and  the  thorough  Christianizing  of  our 
secular  colleges  and  universities. 

I  contend  that  one  of  the  chief  requisites  of  college 
education  is  thorough  and  systematic  Christian  education. 
I  do  not  wish  to  be  understood  as  desiring  our  Colleges 
and  Universities  to  be  turned  into  Theological  schools.  Far 
from  it.  But  were  I  a  teacher,  instead  of  an  editor,  I  think 
I  would  make  a  specialty  of  the  history  of  Christianity, 
and  endeavor  to  show  what  impression  it  has  made  upon 
the  opinions  of  mankind ;  how  it  has  affected  civilization, 


IO8  EDUCATIONAL  CONVENTION, 

and  the  countries  of  the  world.  This,  with  its  phenome- 
nal extension  makes  up  one  of  the  most  interesting,  and  at 
the  same  time  the  most  important  chapter  in  the  world's 
history.  I  would  endeavor  to  show  that : 

"  In  all  our  way  through  life  it  sheds 
Its  bright  and  healing  beams 

O'er  all  our  woes. 
And  when  our  days  are  done 
It  lights  the  path  to  brighter 

Happier  scenes. 
And  it  will  live  and  shine  when 
All  beside  has  perished 

In  the  wreck  of  earthly  things." 

I  would  endeavor  to  remove  doubts  from  the  minds 
of  the  people.  The  struggle  with  doubt  often  begins  in 
college  days.  There  seems  to  come  a  time  in  the  life  of 
every  boy  when,  in  his  imagination,  he  has  advanced 
beyond  the  knowledge  of  parent  and  teacher.  That  is  the 
hour  frought  with  greatest  danger,  and  one  that  appeals  to 
the  wise  teacher  for  assistance. 

Let  the  science  of  Christianity  be  taught ;  its  rules,  its 
principles,  its  ethics.  This  in  a  sense  implies  that  inner 
experience,  so  essential  on  the  part  of  the  minister  and 
teacher — personal  contact  and  communion  with  God 
through  his  Son.  The  student  must  be  taught  to  realize 
that  the  highest  Christian  knowledge  is  not  attainable  in 
the  study  of  books,  but  by  Christian  living ;  and  that  the 
best  ritualism  is  in  doing  the  just  and  the  generous,  the 
merciful  and  the  Christ-like. 

Now,  brethren,  the  practical  question  for  us  to  con- 
sider is  the  importance  of  planning  liberal  things  for  the 


CONGREGATIONAL    CHURCHES.  I  Op 

endowment  of  the  schools  in  our  midst,  and  especially  that 
one  known  as  Pomona  College. 

While  other  speakers  will  doubtless  have  suggestions 
to  make  concerning  this  matter,  I  may  be  allowed  to  say 
that  in  my  humble  opinion  its  success  lies  within  the  reach 
of  the  pastors  of  Southern  California.  I  base  this  upon 
experience  in  other  places,  and  observation  as  to  other 
churches.  In  a  letter  from  the  President  I  was  impressed 
with  the  words:  "  We  must  aim  high  and  determine  that 
no  student  shall  suffer  intellectually  by  taking  his  course 
of  study  in  a  Christian  College-"  I  do  not  wish  to  lay  on 
ministers  of  Christ  additional  burdens,  or  emphasize  those 
already  upon  them,  but  in  their  hands  rest  possibilities 
for  its  endowment  that  will  lift  this  noble  young  institu- 
tion above  want.  What  class  OL  men  is  so  well  prepared 
to  grapple  with  a  problem  like  this  ?  They  themselves 
are  educators  and  moulders  of  public  sentiment. 

This  may  be  done  by  educational  sermons  in  which 
the  wants  of  the  school,  its  aims,  its  purposes,  its  possi- 
bilities for  good  for  the  upbuilding  of  young  men  and 
young  women,  and  shaping  their  course  into  lives  of  use- 
fulness may  be  made  prominent.  It  may  also  be  done  by 
seeking  bequests,  donations  and  subscriptions  from  men 
and  women  whom  God  has  blest  with  wealth.  Let  every 
pastor  study  its  needs,  and  the  grand  and  far-reaching 
possibilities  in  Christian  propagandism  and  soul  saving 
until  his  heart  is  thrilled  and  set  on  fire,  and  he  will  be 
prepared  to  present  them  to  others.  This  cannot  be  done 
in  a  perfunctory  or  half-hearted  way.  It  must  be  done 
with  an  earnestness  begotten  of  love  to  God  and  love  to 
man.  This  generation  is  laying  the  foundation  for  still 

iH.3 


tt 


HO  EDUCATIONAL    CONVENTION, 

greater  things  in  the  next.  If  the  wheels  of  Christianity 
and  civilization  continue  to  move  forward,  education  a 
century  hence  will  be  far  in  advance  of  what  it  is  now. 
Then  let  the  foundation  be  laid  wide  and  deep,  and  let  us 
build  for  all  time. 

I  would  have  our  Colleges  and  Universities  manned 
with  Christian  teachers — teachers  who  fear  God  and  work 
righteousness ;  for  I  can  think  of  few  more  responsible 
places  in  which  one  can  be  placed  than  that  ot  instructor 
of  youth.  To  shape  the  destiny  of  minds  that  are  to  live 
when  this  world's  entire  history  will  be  but  a  leaf  in  the 
book  of  eternity. 

"  We  should  be  wary,  then,  who  go  before 
A  myriad  yet  to  be;  and  we  should  take 
Our  bearings  carefully,  where  breakers  roar, 
And  fearful  tempests  gather,  for  one  mistake 
May  wreck  unnumbered  barks  that  follow  in  our  wake." 


CHRISTIAN  EDUCATION  AND  MUSIC. 
PROFESSOR  A.  D.  BISSELL,  SATICOY. 

The  place  accorded  to  music  in  Christian  education 
will  depend  on  the  place  we  allow  it  in  Christian  life.  I 
feel  under  obligations  to  the  first  speaker  before  this  Con- 
vention for  the  admirable  analysis  of  mental  activity  he 
presented,  making  it  easy  to  show  what  place  music  may 
have  in  Christian  life.  In  the  arch  of  mental  activity,  the 
emotions,  said  the  speaker,  constitute  the  keystone.  The 
case  may  be  more  strongly  stated  by  saying  with  Lotze 
that  the  emotions  are  the  root  out  of  which  grow  the  twin 


CONGREGATIONAL  CHURCHES.  Ill 

trunks  of  knowledge  and  will.  There  are  deep  recesses 
of  the  soul  into  which  the  scalpel  of  consciousness  cannot 
penetrate  for  dissection.  But,  though  closed  to  analysis, 
inmost  souls  have  wide  avenues  of  approach  for  the  recep- 
tion of  impressions  from  various  sources ;  and  here  chiefly 
is  the  sphere  of  art  as  a  power  in  life,  whether  literary, 
plastic  or  musical.  There  are  these  three  forms  of  art, 
and  the  greatest  of  these  is  music.  That  is,  music  is 
capable  of  influencing  a  larger  number  more  forcibly  than 
either  of  the  others.  The  province  of  music  in  Christian 
life  is  then : 

Firstly,  to  beget  and  strengthen  Christian  emotion, 
and  out  of  Christian  emotion  and  impulse  grows  Christian 
action  and  character.  Men  who  have  no  special  interest 
in  Christian  ideas  and  worship  will  attend  public  service 
and  even  sing  in  choirs  out  of  love  for  music,  and  many  are 
the  cases  of  men  who  got  their  first  vital  contact  with 
Christian  ideas  through  the  service  of  song. 

Secondly,  to  serve  as  a  vehicle  or  medium  for  the 
expression  of  Christian  emotion,  and  more  especially  the 
emotions  that  pass  like  electric  shocks  from  man  to  man  in 
an  audience.  We  are  undemonstrative  and  often  feel  the 
need  of  a  vent  for  overfull  hearts.  To  refer  to  my  own 
experience ;  I  listened  not  long  ago  to  a  sermon  that 
moved  me  deeply,  but  how  deeply  I  did  not  realize  until 
in  singing  the  closing  hymn,  "Bethany,"  the  feelings  that 
had  been  stirred  within  me  came  to  a  head  and  burst  forth 
in  song,  while  I  longed  as  never  before  in  my  life  to  be 
brought  nearer  to  God  even  by  my  woes.  And  no  sermon 
ever  gave  me  such  a  might  of  conviction,  fortified  by 
emotion,  as  that  wonderful  chorus  in  Handel's  immortal 


112  EDUCATIONAL    CONVENTION, 

Oratorio  of  the  Messiah,  where  orchestra,  organ  and  chorus 
join  in  crashing  chords,  "His  name  shall  be  called 
Wonderful !  Counselor !  The  Mighty  God !  The  Ever- 
lasting Father!  The  Prince  of  Peace!  " 

My  plea  is  for  more  attention  to  the  cultivation  of  the 
voice  in  singing.  The  tendency  is  now  toward  instru- 
mental music,  and  development  of  technical  dexterity  is 
far  more  in  demand  than  soulful  expression  of  deep  feel- 
ing. There  is  a  great  neglect  of  singing ;  witness  the 
congregational  singing  in  our  churches.  On  all  sides  I 
hear  the  complaint,  "  We  have  a  large  number  of  nice 
young  people,  but  they  don't  know  how  to  sing."  But 
neglect  of  singing  means  decline  of  music  as  a  fine  art. 
For  the  inward  appreciation  and  love  of  music  is  the 
essence  of  the  art,  and  nothing  gives  such  an  appreciation 
and  sense  of  the  power  and  beauty  of  music  as  the  ability 
to  share  in  producing  it.  A  man  may  arrive  at  an  intel- 
lectual understanding  of  a  Bethoven  Symphomy  by  a  care- 
ful study  of  the  score ;  but  give  the  same  man  a  violin  or 
other  instrument  and  put  him  in  the  orchestra,  and  the 
same  composition  has  a  new  meaning  and  beauty.  The 
mere  pleasurable  admiration  of  mechanical  dexterity  or  en- 
joyment of  sweet  sensations  of  sound  have  little  or  no  value 
for  the  inner  life,  and  are  of  use  only  as  a  lever  to  lift  the 
student  to  a  higher  plane.  But  the  ability  to  sing,  to  feel 
oneself  borne  up  in  common  with  others  on  pinions  of 
song,  can  be  a  mighty  instrument  for  good  in  Christian 
and  church  life.  Can  we  secure  good  singing? 

Some  teachers  go  so  far  as  to  say  that  any  one  who  can 
talk  can  be  taught  to  sing.  I  would  prefer  to  put  it  this 
way ;  any  one  who  has  ear  enough  to  distinguish  between 


CONGREGATIONAL    CHURCHES.  113 

the  falling  inflection  of  a  positive  assertion  and  the  rising 
inflection  of  a  question  has  ear  enough  to  learn  to  sing. 
If  you  don't  believe  it,  come  and  try  me.  I  might  find 
considerable  difficulty  with  some  hard  cases,  but  if  children 
are  taken  sufficiently  early  the  hard  cases  would  be 
reduced  to  a  minimum. 

How  many  ministers  find  their  work  hampered,  them- 
selves fettered,  because  they  cannot  lead  their  congrega- 
tions in  giving  vent  to  their  feelings  in  a  song  of  penitence, 
of  confession,  gratitude,  praise,  communion  with  Christ, 
and  consecration  to  his  service !  But  when  a  man  goes 
into  a  Christian  College  he  may  be  already  so  fixed  in  the 
habit  of  not  singing  that  he  cannot  be  trained,  except  at 
disproportionate  expense  and  trouble.  The  time  and 
place  to  begin  cultivating  the  voice  and  musical  taste  is  in 
childhood  and  in  the  home  or  graded  school.  Then  as 
students  come  to  the  College  the  finishing  touches  can  be 
added,  independence  acquired,  and  each  student  equipped 
with  a  powerful  instrument.  Training  to  high  technical 
development,  to  intelligent  appreciation  of  the  highest 
forms  of  art,  is  not  a  necessary  part  of  Christian  education, 
much  as  I  would  like  to  see  such  work  more  widely  spread 
than  it  now  is.  But  training  to  participate  with  others  in 
the  various  possible  functions  of  music  in  Christian  life,  to 
distinguish  between  good  music  and  trash,  this  can  be 
well-nigh  universal,  and  ought  to  have  a  large  place  in 
any  scheme  of  education  that  claims  to  be  liberal  and 
Christian. 


114  EDUCATIONAL    CONVENTION, 

THE  TRANSFORMING  POWER  OF 
COLLEGE  LIFE. 

REV.  FRANCIS  M.  PRICE,  BETHLEHEM,  Los  ANGELES. 

In  the  City  of  Tai-ku,  China,  standing  amid  the  many 
haunts  of  idolatry,  is  a  grand  old  Confucian  temple, 
which,  with  its  various  out-buildings,  covers  an  area  of 
about  five  acres ;  and  although  having  suffered  much  from 
the  dilapidations  of  time  it  is  still  the  admiration  and  pride 
of  the  city.  It  is  a  temple  devoted  to  learning.  Over  the 
great  gateway,  through  which  all  who  enter  its  hallowed 
precincts  must  pass,  is  a  motto  in  four,  large,  gilded 
Chinese  characters,  with  this  sentiment:  "Doctrine 
Crowns  the  Ages,"  the  meaning  of  which  is  that  the  teach- 
ing of  the  great  Confucius  is  the  glory  of  the  past  and 
present.  For  China,  no  words  could  be  truer.  They 
express  the  sentiment  ot  every  Chinaman.  His  system  is 
best  studied  in  his  "  Great  Learning,"  which  is  a  brief 
essay  of  205  words,  claims  to  be  the  "  gateway  of  virtue," 
and  has  no  less  an  object  than  the  u  pacification  of  the 
whole  world. " 

In  this  he  says:  "The  ancients" — and  with  the 
Chinese  all  good  things  come  from  the  ancients — "wishing 
to  make  virtue  illustrious,  first  governed  well  their  own 
kingdoms ;  wishing  to  govern  their  own  kingdoms  well, 
they  first  ruled  well  their  own  families ;  wishing  to  rule 
well  their  own  families,  they  first  regulated  their  own 
bodies ;  wishing  to  regulate  their  own  bodies,  they  first 
rectified  their  hearts ;  wishing  to  rectify  their  own  hearts, 
they  first  purified  their  motives ;  wishing  to  purify  their 


CONGREGATIONAL  CHURCHES.  115 

motives  they  first  perfected  their  knowledge  and  the  per- 
fection of  knowledge  is  found  in  a' study  of  the  nature  of 
things." 

Thus  by  adjusting  individual  lives  according  to  the 
nature  of  things,  he  hoped  to  reach  the  grand  object  of 
pacifying  the  whole  world.  No  heathen  ethical  system 
approaches  it  in  grandeur  and  simplicity,  and  yet,  noble 
and  comprehensive  as  it  is,  it  fails  to  take  in  the  true 
nature  and  destiny  of  men ;  and  however  elaborately  the 
details  of  his  system  may  be  worked  out,  it  can  never  be 
complete ;  it  offends  at  a  crucial  point. 

His  was  the  great  arch  with  every  stone  highly 
polished  and  fitted  in  with  great  exactness,  but  it  lacked 
the  key-stone.  Later  in  the  development  of  this  system  a 
wise  commentator  saw  this  defect  and  expressed  the 
belief  that  a  great  teacher  would  come  from  the  West  to 
"complete  the  system."  We,  of  the  West,  believe  that 
we  have  found  the  keystone  to  this  arch,  and  we  express 
our  convictions  by  prefixing  to  our  educational  systems  the 
noble  word  "Christian."  A  Christian  education,  a 
Christian  College,  is  the  crowning  glory  of  the  present 
age,  the  fairest  flower  that  grows  in  the  soil  of  the  church, 
promising  the  richest  fruit.  The  object  of  the  Confucian 
system  was  exhaustively  to  cultivate ;  the  object  of  the 
Christian  system  is  to  cultivate  and  transform — not  simply 
scholarship,  but  scholarship  controlled  and  glorified  by 
Christian  character. 

But  wherein  lies  the  power  to  secure  this  crowning 
excellence?  In  what  part  of  the  curriculum  or  college 
life  shall  we  find  it?  I  answer,  it  lies  largely  in  the  esprit 
de  corps  of  the  institution,  and  this  must  lie  first  of  all  in 


Il6  EDUCATIONAL    CONVENTION, 

the  College  faculty.  The  motto  of  the  teacher  soon 
becomes  the  motto  of  the  pupil.  Let  us  have  no  heathen 
or  worldly-wise  mottoes  written  over  our  college  gateways 
such  as:  "Learning  crowns  the  ages/'  "  Know  thyself," 
"  Knowledge  is  power,"  "  Success  crowns  the  diligent," 
or  "  There  is  room  at  the  top."  But  let  us  write  in  letters 
of  gold  over  our  gateways,  in  our  halls  and  recitation 
rooms,  the  motto  of  the  "  Great-heart  of  our  Congrega- 
tional Churches" — the  sainted  Dr.  Goodell — who  lived  as 
truly  as  he  said:  "There  is  nothing  worth  living  for 
save  the  glory  of  Christ."  It  is  not  simply  the  principles 
of  morality  and  good  character  that  we  want  but 
enthusiasm  for  our  glorious  and  glorified  Master. 
Nothing  less  than  this  will  suffice ;  nothing  less  than 
this  is  worthy  of  our  Christian  College.  It  is  not 
minds  well  trained,  but  minds  set  on  fire  with  enthusiasm 
for  our  Redeemer's  cause.  Enthusiasm  in  an  untrained 
mind  often  runs  into  fanaticism  ;  but  true  enthusiasm,  born 
of  the  Spirit  of  God,  held  in  control  by  a  trained  head  and 
heart,  is  the  greatest  power  in  this  world. 

Count  von  Zinzendorf ,  the  founder  of  the  sect  of  the 
Moravian  Brethren,  a  people  whose  devotion  to  the  Master 
is  known  in  every  part  of  the  world,  imparted  such  enthu- 
siasm to  the  brethren  of  that  sect  as  to  make  them  well- 
nigh  invincible  in  every  undertaking.  The  secret  of  his 
success  lay  in  the  motto  of  his  life — "  Ich  habe  eine  pas- 
sion, est  ist  er  nur  er;"  I  have  one  passion,  it  is  He  only 
He." 

The  Christian  Church  began  in  a  white  heat  of  enthus- 
iasm for  the  Master — an  impulse  from  the  mighty  Spirit  of 
God.  Then  men  rejoiced  that  they  were  counted  worthy  to 


CONGREGATIONAL  CHURCHES.  117 

suffer  for  His  name  and  sold  their  farms  and  gave  the 
money  to  the  church ;  now  many  who  confess  Christ  count 
it  a  great  cross  to  suffer  for  his  sake  and  rob  the  church  of 
its  dues  to  buy  a  farm.  Our  church  life  must  be  rilled  and 
thrilled  with  enthusiasm  for  our  Master  before  it  can  hope 
to  conquer  this  money-seeking,  pleasure-loving  world. 
We  must  look  to  our  Colleges  and  Seminaries  to  give  the 
church  leaders,  whose  enthusiasm  will  be  contagious,  last 
from  January  ist  to  December  3ist,  from  taking  up  of  the 
cross,  until  the  time  when  they  shall  receive  their  crown. 

There  is  one  scene  of  my  college  life  that  I  shall  never 
forget.  It  was  near  the  close  of  the  senior  year,  and  the 
class  had  gathered  for  a  special  meeting  before  graduation. 
The  president,  some  of  the  professors,  and  the  pastors  of 
the  two  churches  were  present.  Brief,  incisive,  and  im- 
pressive addresses  were  made  in  which  the  Master's  claims 
were  set  forth  with  great  simplicity,  and  the  quiet  though 
powerful  spiritual  influence  was  well  nigh  irresistible.  It 
was  the  culmination  of  the  spiritual  influences  that  had 
been  thrown  around  that  class  for  four  years.  At  last  it 
was  proposed  that  President  Fairchild  close  with  prayer 
for  all  who  desired  to  be  especially  remembered.  One 
after  another  presented  brief  requests  and  among  others 
a  man  who  had  resisted  every  influence  through  his 
course  of  study,  and  was  going  out  from  the  College  an 
infidel,  arose  and  requested  prayers.  A  wave  of  deep 
emotion  passed  over  the  assembly.  Every  head  was 
bowed  and  almost  every  eye  was  filled  with  tears,  for  I 
believe  he  was  the  only  unconverted  man  in  his  class. 

Oh,  it  is  a  great  thing  to  bring  young  men  and 
women  face  to  face  with  God  and  duty  when  they  are 


Il8  EDUCATIONAL  CONVENTION, 

deciding  the  question  of  a  life  work,  for  only  thus  can  the 
right  decision  be  made. 

Young  men  and  women  carry  with  them  through  life 
the  spirit  of  the  institution  in  which  they  receive  their 
higher  education.  It  is  something  that  they  cannot  escape 
even  if  they  will,  and  ordinarily  the  brighter  the  student 
the  more  thoroughly  he  is  possessed  of  this  spirit.  The 
subtle,  potent  esprit  de  corps  of  the  College  life  speaks 
persuasively  to  the  young  people  under  its  influence,  and 
with  cumulative  power  as  the  years  pass.  "Be  ye  trans- 
formed into  my  image/'  and  if  Christ  be  the  sum  and 
substance  of  this  College  enthusiasm,  then  the  image  into 
which  they  are  transformed  is  the  image  of  Christ. 


THE  KIND  OF  MEN  DEMANDED  OF  THE 
CHRISTIAN   COLLEGE. 

PROF.  C.  S.  NASH,  PACIFIC  THEOLOGICAL  SEMINARY, 
OAKLAND. 

The  Christian  College  is  responsible  to  Him  whose 
na,me  it  bears.  Subordinately  and  practically  it  must 
answer  to  His  representatives  on  earth.  The  Christian 
Church,  or  any  true  portion  of  it,  not  only  may  but  must 
hold  the  Christian  College  to  account  for  its  stewardship. 
If  that  stewardship  has  been  faultily  discharged,  it  maybe 
partly  because  they  who  represent  the  Lord  have  not  made 
His  claims  authoritative  and  irresistible.  This  paper 
would,  therefore,  be  glad  to  engage  attention  both  within 
and  without  College  walls,  hoping  to  serve  humbly  the 
discussion  of  our  common  dutv. 


CONGREGATIONAL    CHURCHES.  119 

i.  In  the  first  place,  then,  men  of  the  best  education 
are  demanded  of  the  Christian  College.  There  must  be 
excellence  of  result  here.  Failure  cannot  be  excused. 
The  Christian  College  must  give  its  students  as  good  a 
College  training  as  they  could  find  anywhere.  It  must 
send  them  out  able  to  keep  abreast  of  other  College 
graduates.  Or,  better  still,  it  must  be  able  to  give  each 
man  his  utmost  development.  To  this  the  College  is  held 
by  various  forces. 

Competition  is  one  of  them.  As  for  the  Colleges 
which  appear  to  be  beyond  the  reach  of  this,  the  fact  that 
they  have  the  fields  to  themselves  and  the  students  in  their 
power  should  make  them  even  more  solicitous  to  furnish 
the  very  best  wares  in  the  market.  A  Christian  school  is 
expected  to  avoid  the  unrighteousness  of  a  railroad 
monopoly.  Yet  competition  is  at  work  even  in  such 
isolated  regions.  The  world  is  small  and  open.  The 
young  man  who  discovers  that  the  article  offered  at  his 
door  is  second-rate  will  swing  off  tomorrow  in  search  of 
the  best  until  he  find  it.  This  compulsion  is  felt  by  a 
College  through  various  channels.  It  comes  through  the 
students  often.  No  institution  can  shake  itself  free  from 
the  intelligent  judgment  of  its  pupils.  Whether  appear- 
ing in  criticism  or  in  attempted  revolution  or  in  departure, 
that  judgment  is  worthy  of  heed  as  the  mouthpiece  of 
maturer  voices  caught  from  a  distance  by  alert  ears. 
Again,  parents  and  friends  and  the  wider  public  wield  the 
force  of  College  competition.  The  practical  and  selfish 
world  cares  little  to  apply  the  righteous  principle,  "To 
each  one  according  to  his  needs."  It  prefers  the  other 
righteous  principle,  which  has  a  business  look,  "  To  him 


120  EDUCATIONAL  CONVENTION, 

that  hath  shall  be  given."  The  ducats  and  the  pupils  go- 
mainly  to  the  Colleges  that  have  the  most  of  both. 

In  a  higher  way  also  the  same  call  sounds  in  the  ears 
of  every  institution.  Above  the  din  and  strife  of  competi- 
tion our  schools  meet  as  friends  and  helpers,  imparting  to 
one  another,  stimulating  one  another.  Every  high  quality 
anywhere  visible  is  a  ringing  challenge  to  the  whole  sister- 
hood. Each  one  that  is  alive  feels  the  pull  of  this 
influence,  just  as  a  true  man  in  the  presence  of  another 
true  man  is  kindled  toward  higher  manhood.  Again,  there 
are  Christian  souls  at  large  who,  without  a  business  threat, 
announce  the  divine  desire  to  the  College,  cheering  it  on 
with  courageous  words,  with  gifts,  with  prayer.  Its 
leaders  also  know  how  to  draw  near  and  catch  the 
heavenly  voice  for  themselves,  as  Elijah  did  at  Sinai. 

In  the  precise  point,  then,  of  its  graduates,  for  which 
alone  the  College  exists,  we  find  the  demand  of  God  to  be 
that  they  be  made  men  of  the  best  education.  If  they  fall 
below  this,  God  will  use  them  according  to  their  ability; 
but  the  missing  portions  of  their  development  will  He 
require  at  the  hands  of  the  College. 

2.  Again,  men  of  Christian  faith  and  character  are 
demanded  of  the  Christian  College. 

The  whole  attention  of  the  College  should  not  be 
absorbed  in  the  educational  line.  Its  name  and  assumed 
character  bring  forward  the  spiritual  side  of  life.  We 
believe  it  right  to  press  the  appeal  that  it  send  out  Chris- 
tian men.  It  is  not  enough  that  the  College  authorities 
rejoice,  if  by  unusual  and  occasional  methods  God  secure 
the  conversion  of  students  independently  of  their  effort. 
Let  the  College  that  calls  itself  Christian  legislate  this 


CONGREGATIONAL  CHURCHES.  121 

element  into  its  corporate  life  and  its  yearly  plans.  Then 
let  the  working  force  of  the  College  carry  out  this  design 
as  zealously  and  faithfully  as  the  curriculum  of  study. 
Let  it  no  more  strive  to  send  out  men  of  knowledge,  of 
thinking  habits,  of  speaking  power,  than  it  strives  to  send 
out  men  of  Christian  faith,  hope,  love,  prayer  and  spiritual 
activity. 

This  demand  is  emphasized  by  important  considera- 
tions. In  the  first  place,  College  students  are  impressible. 
They  are  like  clay  in  the  hands  of  the  potter.  Few  are 
quite  mature  and  fixed.  The  great  majority  are  present 
for  the  express  purpose  of  being  moulded  and  stamped. 
The  character  of  many  is  determined  forever  in  College. 
That  of  many  others  might  be  settled,  probably  that  of 
nearly  all.  Our  educators  have  the  determination  of 
immortal  characters  in  the  crisis  of  life,  and  too  many  of 
them  forget  the  grandeur  and  gravity  of  their  responsi- 
bility. College  men  can  be  won  to  Christ.  There  is  no 
need  of  receiving  so  many  back  from  the  hands  of  the 
College  spiritually  unformed  and  deformed.  College 
revivals  have  proven  how  grandly  God  can  claim  His  own 
among  these  purposeful  young  lives.  Again,  conversions 
among  College  students  are  of  the  very  best  quality.  Let 
no  man  say  that  the  College  course  is  no  place  for  such 
matters.  Results  prove  it  to  be  the  place  of  places. 
Prof.  Henry  Drummond  declares,  regarding  Christians, 
that  what  is  wanted  is  "  not  more  of  us,  but  a  better  brand 
of  us."  Now  in  the  Colleges  can  the  best  brands  be 
made.  Conversions  there  are  usually  free  from  unbalanced 
emotion.  The  deep  significance  of  the  matter  is  appre- 
ciated, the  elements  of  it  are  weighed,  action  is  clear- 


122  EDUCATIONAL  CONVENTION, 

sighted,  deliberate,  thorough.  Christian  character  of  the 
highest  type  and  Christian  activity  of  the  noblest  efficiency 
result  from  such  conversions.  Once  more,  Christian  faith 
and  character  are  the  critical  things  of  Christian  education. 
Presumably  there  are  many  even  Christian  educators  in 
our  land  who  would  claim  that  religion  lies  outside  the 
schools.  We  are  here  today,  however,  to  stand  with  those 
who  maintain  that  the  object  of  College  training  is  nothing 
less  than  character.  We  do  not  want  graduates  with 
bodies  and  brains  simply.  We  want  purified  hearts  and 
renewed  wills.  We  want  all  the  pure,  strong  things  of 
character,  above  all,  the  incomparable  things  found  no- 
where apart  from  personal  experience  of  the  power  of 
Christ.  Let  our  schools  prepare  us  these.  Let  the  Chris- 
tian College  at  least  acknowledge  the  demand  and  answer 
it  according  to  its  name.  A  College  must  bring  forth  men. 
A  Christian  College  must  bring  forth  Christian  men. 

3.  In  the  third  place,  the  demand  on  the  Christian 
College  is  that  the  men  and  women  of  the  best  education 
and  those  of  Christian  faith  and  character  be  the  same 
men  and  women.  We  cannot  be  satisfied  that  some  should 
be  trained  intellectually  and  others  spiritually.  In  that 
case  we  should  be  no  whit  in  advance  of  the  present  condi- 
tions. The  institutions  that  claim  the  greatest  educational 
power  often  excuse  themselves  from  spiritual  responsi- 
bility. And  they  are  apt  to  have  poor  respect  for  the 
sister  schools  which  include  the  religious  elements.  We 
would  challenge  the  implication  that  the  highest  scholar- 
ship and  the  best  spirituality  cannot  thrive  in  the  same 
College  halls.  They  can  live  together  even  in  one  profes- 
sorial chair,  and  can  be  built  into  young  life  synchronously 


CONGREGATIONAL  CHURCHES.  123 

to  their  mutual  advantage.  We  dare  to  say  that  a  C  hris- 
tian  civilization  should  build  up  an  educational  system,  in 
which  each  separate  school  should  bear  the  double 
character  and  do  the  double  work ;  whose  declared  aim 
should  be  to  graduate  each  pupil  thoroughly  educated  and 
personally  Christianized.  If  this  be  called  intolerable 
coercion  on  the  spiritual  side,  let  it  also  be  called  so  on 
the  intellectual  side,  where  it  is  being  enforced  stringently 
every  day. 

Now,  to  indicate  practically  for  what  such  men  and 
women  are  wanted,  the  following  is  offered.  First,  there 
is  need  of  Christian  scholars  for  the  leading  places  in  the 
educational  world.  The  word  Christian  is  here  empha- 
sized. Christian  specialists  are  called  for  in  every  line  of 
research,  publication  and  instruction.  Should  the  progress 
of  a  Christian  civilization  be  led  by  ungodly  men?  Should 
the  church  act  only  when  driven  to  it  by  foes,  or  when 
frightened  into  it  by  the  direction  of  irreligious  leaders  ? 
Should  the  advanced  work  of  the  age  in  language,  in 
philosophy,  in  archaeology,  in  natural  science,  in  art,  in 
political  science,  in  sociology,  in  ethics  even,  be  left  to 
men  whose  enthusiasm  and  aim  are  purely  of  the  earth? 
The  church  is  under  Divine  commission  to  lead  mankind, 
to  do  the  foremost  work,  to  uncover  every  item  of  hidden 
knowledge,  to  make  it  accessible  to  all  men,  to  administer 
it  for  the  present  and  eternal  good  of  the  race  and  for  the 
glory  of  God.  But  in  this  matter  the  competitive  law  of 
life  cannot  be  defied.  The  mighty  men  shall  be  they  who 
are  mighty.  The  field  will  belong  to  the  unchristian  just 
so  far  as  the  church  fails  to  possess  it  by  the  sheer  power 
of  masterful  ability.  I  conceive,  then,  that  the  Christian 


124  EDUCATIONAL  CONVENTION, 

Colleges  are  set  to  the  momentous  task  of  raising  up 
Christian  specialists  of  all  sorts  for  the  advanced  posts  of 
the  world's  activity  and  progress.  They  should  be  on  the 
lookout  constantly  for  most  capable  and  promising  youth, 
whom  they  can  guide  into  a  scholar's  life ;  youth  whose 
qualifications  for  such  a  life  include  a  glowing  personal 
Christianity. 

Once  more,  there  is  need  of  educated  Christians  for 
all  the  walks  of  life.  Here  the  word  educated  is  empha- 
sized. All  through  the  social,  business  and  professional 
world  there  is  a  lack  of  Christian  men  and  women  who 
were  trained  according  to  the  best  educational  standards  of 
the  age,  who  can  therefore  hold  their  own  and  more  along- 
side educated  non-Christians.  The  practice  of  personal 
Christianity  must  be  carried  into  the  highest  places. 
Christian  scholarship  and  Christian  effort  must  show  that 
in  Christ  and  His  Gospel  lies  the  only  solution  of  the 
burning  questions  of  human  weal.  Everywhere  will 
superior  men  wield  the  power ;  therefore  let  superior  men 
be  made  Christians  and  Christian  men  be  made  superior, 
which  is  the  very  genius  and  proposal  of  Christianity. 

Particularly  in  the  ministry  are  men  of  education 
sorely  needed  just  now.  It  was  shown  recently  that  of  the 
580  students  in  our  seven  Congregational  Theological 
Seminaries  last  year  (^o-'pi)  over  220  had  never  been 
to  College  at  all,  while  over  fifty  had  pursued  only  a  par- 
tial course.  What  are  the  professedly  Christian  Colleges 
doing?  They  can  provide  men  for  the  ministry  and  God 
will  hold  them  to  account  for  it.  There  must  be  an 
educated  ministry  in  our  home  churches,  if  educated  lay 
Christians  are  to  be  led  and  educated  non-Christians  are 


CONGREGATIONAL    CHURCHES.  125 

to  be  won.  And  it  has  been  demonstrated  to  our  heart's 
content  that  the  Christian  kingdom  cannot  prevail  in 
heathen  lands  in  the  hands  of  any  but  the  mightiest  men 
of  war  in  Christendom.  May  God  soon  rouse  the  Chris- 
tian Colleges  to  the  duty  of  furnishing  the  full  tale  of 
educated  clergymen  and  Christian  specialists,  and  of  send- 
ing forth  the  rest  of  its  pupils  as  Christians,  and  as  trained 
Christians,  into  the  world's  thought  and  action.  What 
higher  mission  has  God  entrusted  to  any  of  the  sons  of 
men? 

In  closing  let  me  state  briefly  two  or  three  suggested 
points,  deserving  fuller  treatment. 

(a).  The  importance  of  the  College  pastor  problem. 
The  ministrations  which  are  theorized  into  the  office  of 
College  pastor  should  certainly  be  provided  for  in  some 
way. 

(3).  The  need  of  Christian  scholars  in  the  professor- 
ships of  Christian  Colleges.  Such  workers  are  indispens- 
able to  such  work  as  above  described. 

(c).  The  necessity  of  the  most  generous  financial 
equipment  for  the  Christian  College.  Dr.  McLean 
remarked  the  other  day:  "You  can't  make  90  cent  men 
in  a  10  cent  Institution.''  Friends  of  the  churches,  this 
whole  matter  tumbles  back  upon  you  considerably.  You 
call  in  vain  for  the  best  work  from  the  Christian  Colleges, 
because  you  do  not  make  them  the  best  appointed  institu- 
tions. Too  often,  as  compared  with  the  policy  of  the 
world,  the  church  expects  its  servants  to  make  "bricks 
without  straw."  The  Christian  College  will  become  all 
that  its  constituents  enable  it  to  become.  When  these  say 
so,  it  can  have  the  first  scholars  of  the  age  in  its  chairs. 


126  EDUCATIONAL  CONVENTION, 

When  the  church  declares  that  the  educators  of  the  young 
must  be  Christian  men  and  women,  such  will  presently  be 
furnished,  superlatively  equipped  ;  and  then  the  Christian 
Colleges  will  neither  venture  nor  desire  to  ask  non-Chris- 
tians to  their  faculties.  When  the  church  insists  that  its 
sons  and  daughters  with  all  their  getting  shall  get  Chris- 
tian faith  and  character,  as  the  prime  elements  of  Christian 
education,  the  Christian  Colleges  will  put  forth  graduates 
who  answer  the  demand.  The  power  of  God  is  with  the 
Christian  church.  When  she,  having  listened  heaven- 
ward, speaks  out  on  this  subject  of  education,  the  schools 
will  hear,  the  State  will  also  hear;  for  "  Vox  populi  Dei, 
vox  Dei,"  "  The  voice  of  God's  people  is  the  voice  of 
God." 


PLATFORM  OF  THE  EDUCATIONAL 
CONVENTION. 


Adopted  Thursday  Evening,  April  ij-th,  1892. 


RESOLUTIONS. 

Resolved,  That  we  recognize  in  the  constitution  of 
the  human  mind  the  necessity  of  distinctively  Christian 
education,  and  believe  it  our  duty  to  build  a  Christian 
College  in  California  as  our  tribute  to  Christian  civiliza- 
tion. 

Resolved,  That  we  would  for  the  present  devote  our 
efforts  to  the  development  of  a  College,  properly  so  called, 
rather  than  a  University ;  that  we  would  provide  instruc- 


CONGREGATIONAL  CHURCHES.  127 

tors,  material,  equipment  and  courses  of  study  for  such 
grades  oi  work,  as  good  as  can  be  offered  anywhere ;  that 
we  would  insure  a  pervasive  Christian  influence  through 
a  moral  and  spiritual  atmosphere  created  by  Christian 
teachers  and  Christian  pupils  and  that  we  therefore  com- 
mend the  policy  which  prefers  quality  to  numbers,  and 
excludes  unworthy  pupils. 

Resolved,  That  as  representatives  of  the  Congrega- 
tional churches  of  Southern  California  we  approve  the 
faith  of  the  Board  of  Trustees  of  Pomona  College  in  going 
forward  in  the  face  of  financial  depression  to  carry  out  the 
plan  of  a  College  of  the  highest  grade,  because  we  believe 
that  every  right  plan  is  feasible,  and  that  God  himself  will 
be  with  those  who  go  forward  in  strong  confidence  in 
Him. 

Resolved,  That  we  heartily  approve  the  sentiment 
that  the  personal  character  of  the  teacher  is  of  the  highest 
importance  in  education,  and  that  we  need  for  the  Chris- 
tian College  men  who  will  give  their  lives  to  their  pupils, 
rather  than  to  the  private  laboratory  or  to  the  dative  case. 

Resolved,  That  we  approve  of  the  demand  for  large 
room  for  the  study  of  the  Scriptures  of  the  Old  and  New 
Testaments,  and  would  hail  with  special  pleasure  an 
endowment  which  would  give  the  whole  time  of  one  man 
to  the  Department  of  Biblical  Literature. 

Resolved,  That  our  hearts  unite  in  the  prayer  that 
out  of  Pomona  College  may  come  men  whose  work  shall 
be  as  powerful  as  that  of  the  College  men  who  led  the 
Reformation — men  who  will  ally  themselves  with  the 
righteous  cause,  however  unpopular,  and  with  the  indomi- 
table courage  which  knows  no  failure. 


128  EDUCATIONAL  CONVENTION, 

Resolved,  That  the  Preparatory  School  of  Pomona 
College  should  be  made  to  be  the  best  of  its  kind,  but 
that  no  movement  should  be  made  to  withdraw  the 
children  of  Christian  parents  from  the  State  High  Schools, 
unless  the  influence  of  the  teachers  is  known  to  be  person- 
ally harmful. 

Resolved,  That  the  College  Extension  as  presented 
to  this  Convention  suggests  to  benefactors  a  most  promis- 
ing field  for  the  use  of  funds,  and  we  heartily  commend  it 
to  the  attention  of  Christian  men  and  women  of  means  as 
the  best  way  to  bring  to  all  the  churches  the  best  influences 
of  the  College. 

Resolved,  That  we  heartily  appreciate  the  offered  aid 
of  the  American  College  and  Education  Society  to  pay 
toward  the  current  expenses  $4  to  each  $7  received  upon 
the  home  field  up  to  the  sum  of  $4,000,  and  we  respond 
to  it  by  the  recommendation  that  the  Committee  on  Educa- 
tion appointed  by  our  General  Association  prepare  suitable 
blanks  for  a  widespread  subscription  with  the  hope  that 
the  number  of  donors — in  sums  ranging  from  25  cents  to 
$100  each — may  amount  to  2,000,  and  that  the  average 
gift  shall  be  $3.50,  thus  making  up  the  grand  total  of 
$7,000,  to  which  the  College  and  Education  Society  will 
add  $4,000.  And  that  our  children  be  invited  to  add 
their  names  thus  to  the  roll  of  the  builders  of  Pomona 
College. 

Resolved,  That  the  papers  of  this  Convention  be 
edited  for  early  publication,  and  that  a  sufficient  number  of 
copies  be  placed  for  circulation  in  the  hands  of  every 
pastor,  to  enable  him  to  communicate  to  every  family 
under  his  charge  the  force  of  their  uplifting  influence. 


THIS  BOOK  IS  DUE  ON  THE  LAST  DATE 
STAMPED  BELOW 


AN  INITIAL  FINE  OF  25  CENTS 

WILL  BE  ASSESSED  FOR  FAILURE  TO  RETURN 
THIS  BOOK  ON  THE  DATE  DUE.  THE  PENALTY 
WILL  INCREASE  TO  SO  CENTS  ON  THE  FOURTH 
DAY  AND  TO  $1.OO  ON  THE  SEVENTH  DAY 
OVERDUE. 


vT3  30 

333 


UNIVERSITY  OF  CALIFORNIA  LIBRARY 


